problem solving as a method of teaching

Center for Teaching

Teaching problem solving.

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Tips and Techniques

Expert vs. novice problem solvers, communicate.

• Have students  identify specific problems, difficulties, or confusions . Don’t waste time working through problems that students already understand.
• If students are unable to articulate their concerns, determine where they are having trouble by  asking them to identify the specific concepts or principles associated with the problem.
• In a one-on-one tutoring session, ask the student to  work his/her problem out loud . This slows down the thinking process, making it more accurate and allowing you to access understanding.
• When working with larger groups you can ask students to provide a written “two-column solution.” Have students write up their solution to a problem by putting all their calculations in one column and all of their reasoning (in complete sentences) in the other column. This helps them to think critically about their own problem solving and helps you to more easily identify where they may be having problems. Two-Column Solution (Math) Two-Column Solution (Physics)

Encourage Independence

• Model the problem solving process rather than just giving students the answer. As you work through the problem, consider how a novice might struggle with the concepts and make your thinking clear
• Have students work through problems on their own. Ask directing questions or give helpful suggestions, but  provide only minimal assistance and only when needed to overcome obstacles.
• Don’t fear  group work ! Students can frequently help each other, and talking about a problem helps them think more critically about the steps needed to solve the problem. Additionally, group work helps students realize that problems often have multiple solution strategies, some that might be more effective than others

Be sensitive

• Frequently, when working problems, students are unsure of themselves. This lack of confidence may hamper their learning. It is important to recognize this when students come to us for help, and to give each student some feeling of mastery. Do this by providing  positive reinforcement to let students know when they have mastered a new concept or skill.

Encourage Thoroughness and Patience

• Try to communicate that  the process is more important than the answer so that the student learns that it is OK to not have an instant solution. This is learned through your acceptance of his/her pace of doing things, through your refusal to let anxiety pressure you into giving the right answer, and through your example of problem solving through a step-by step process.

Experts (teachers) in a particular field are often so fluent in solving problems from that field that they can find it difficult to articulate the problem solving principles and strategies they use to novices (students) in their field because these principles and strategies are second nature to the expert. To teach students problem solving skills,  a teacher should be aware of principles and strategies of good problem solving in his or her discipline .

The mathematician George Polya captured the problem solving principles and strategies he used in his discipline in the book  How to Solve It: A New Aspect of Mathematical Method (Princeton University Press, 1957). The book includes  a summary of Polya’s problem solving heuristic as well as advice on the teaching of problem solving.

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Problem-Based Learning

Problem-based learning  (PBL) is a student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 

Why Use Problem-Based Learning?

Nilson (2010) lists the following learning outcomes that are associated with PBL. A well-designed PBL project provides students with the opportunity to develop skills related to:

• Working in teams.
• Managing projects and holding leadership roles.
• Oral and written communication.
• Self-awareness and evaluation of group processes.
• Working independently.
• Critical thinking and analysis.
• Explaining concepts.
• Self-directed learning.
• Applying course content to real-world examples.
• Researching and information literacy.
• Problem solving across disciplines.

Considerations for Using Problem-Based Learning

Rather than teaching relevant material and subsequently having students apply the knowledge to solve problems, the problem is presented first. PBL assignments can be short, or they can be more involved and take a whole semester. PBL is often group-oriented, so it is beneficial to set aside classroom time to prepare students to   work in groups  and to allow them to engage in their PBL project.

Students generally must:

• Examine and define the problem.
• Explore what they already know about underlying issues related to it.
• Determine what they need to learn and where they can acquire the information and tools necessary to solve the problem.
• Evaluate possible ways to solve the problem.
• Solve the problem.
• Report on their findings.

Getting Started with Problem-Based Learning

• Articulate the learning outcomes of the project. What do you want students to know or be able to do as a result of participating in the assignment?
• Create the problem. Ideally, this will be a real-world situation that resembles something students may encounter in their future careers or lives. Cases are often the basis of PBL activities. Previously developed PBL activities can be found online through the University of Delaware’s PBL Clearinghouse of Activities .
• Establish ground rules at the beginning to prepare students to work effectively in groups.
• Introduce students to group processes and do some warm up exercises to allow them to practice assessing both their own work and that of their peers.
• Consider having students take on different roles or divide up the work up amongst themselves. Alternatively, the project might require students to assume various perspectives, such as those of government officials, local business owners, etc.
• Establish how you will evaluate and assess the assignment. Consider making the self and peer assessments a part of the assignment grade.

Nilson, L. B. (2010).  Teaching at its best: A research-based resource for college instructors  (2nd ed.).  San Francisco, CA: Jossey-Bass. 

Teaching Problem-Solving Skills

Many instructors design opportunities for students to solve “problems”. But are their students solving true problems or merely participating in practice exercises? The former stresses critical thinking and decision­ making skills whereas the latter requires only the application of previously learned procedures.

Problem solving is often broadly defined as "the ability to understand the environment, identify complex problems, review related information to develop, evaluate strategies and implement solutions to build the desired outcome" (Fissore, C. et al, 2021). True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.

Below you will find some basic principles for teaching problem solving and one model to implement in your classroom teaching.

Principles for teaching problem solving

• Model a useful problem-solving method . Problem solving can be difficult and sometimes tedious. Show students how to be patient and persistent, and how to follow a structured method, such as Woods’ model described below. Articulate your method as you use it so students see the connections.
• Teach within a specific context . Teach problem-solving skills in the context in which they will be used by students (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
• Help students understand the problem . In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier.
• Take enough time . When planning a lecture/tutorial, budget enough time for: understanding the problem and defining the goal (both individually and as a class); dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.
• Ask questions and make suggestions . Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. Also, ask questions and make suggestions about strategies to encourage students to reflect on the problem-solving strategies that they use.
• Link errors to misconceptions . Use errors as evidence of misconceptions, not carelessness or random guessing. Make an effort to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes.

Woods’ problem-solving model

Define the problem.

• The system . Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
• Known(s) and concepts . List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
• Unknown(s) . Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
• Units and symbols . One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times.
• Constraints . All problems have some stated or implied constraints. Teach students to look for the words "only", "must", "neglect", or "assume" to help identify the constraints.
• Criteria for success . Help students consider, from the beginning, what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum.

Think about it

• “Let it simmer”.  Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage.
• Identify specific pieces of knowledge . Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course.
• Collect information . Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem.

Plan a solution

• Consider possible strategies . Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards.
• Choose the best strategy . Help students to choose the best strategy by reminding them again what they are required to find or calculate.

Carry out the plan

• Be patient . Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step.
• Be persistent . If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying.

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions:

• Does the answer make sense?
• Does it fit with the criteria established in step 1?
• Did I answer the question(s)?
• What did I learn by doing this?
• Could I have done the problem another way?

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Fissore, C., Marchisio, M., Roman, F., & Sacchet, M. (2021). Development of problem solving skills with Maple in higher education. In: Corless, R.M., Gerhard, J., Kotsireas, I.S. (eds) Maple in Mathematics Education and Research. MC 2020. Communications in Computer and Information Science, vol 1414. Springer, Cham. https://doi.org/10.1007/978-3-030-81698-8_15
• Foshay, R., & Kirkley, J. (1998). Principles for Teaching Problem Solving. TRO Learning Inc., Edina MN.  (PDF) Principles for Teaching Problem Solving (researchgate.net)
• Hayes, J.R. (1989). The Complete Problem Solver. 2nd Edition. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Woods, D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K., Doig, I.D. (1975). Teaching Problem solving Skills.
• Engineering Education. Vol 1, No. 1. p. 238. Washington, DC: The American Society for Engineering Education.

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Teaching problem solving: Let students get ‘stuck’ and ‘unstuck’

Subscribe to the center for universal education bulletin, kate mills and km kate mills literacy interventionist - red bank primary school helyn kim helyn kim former brookings expert @helyn_kim.

October 31, 2017

This is the second in a six-part  blog series  on  teaching 21st century skills , including  problem solving ,  metacognition , critical thinking , and collaboration , in classrooms.

In the real world, students encounter problems that are complex, not well defined, and lack a clear solution and approach. They need to be able to identify and apply different strategies to solve these problems. However, problem solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

Here’s what Kate Mills, who taught 4 th grade for 10 years at Knollwood School in New Jersey and is now a Literacy Interventionist at Red Bank Primary School, has to say about creating a classroom culture of problem solvers:

Helping my students grow to be people who will be successful outside of the classroom is equally as important as teaching the curriculum. From the first day of school, I intentionally choose language and activities that help to create a classroom culture of problem solvers. I want to produce students who are able to think about achieving a particular goal and manage their mental processes . This is known as metacognition , and research shows that metacognitive skills help students become better problem solvers.

I begin by “normalizing trouble” in the classroom. Peter H. Johnston teaches the importance of normalizing struggle , of naming it, acknowledging it, and calling it what it is: a sign that we’re growing. The goal is for the students to accept challenge and failure as a chance to grow and do better.

I look for every chance to share problems and highlight how the students— not the teachers— worked through those problems. There is, of course, coaching along the way. For example, a science class that is arguing over whose turn it is to build a vehicle will most likely need a teacher to help them find a way to the balance the work in an equitable way. Afterwards, I make it a point to turn it back to the class and say, “Do you see how you …” By naming what it is they did to solve the problem , students can be more independent and productive as they apply and adapt their thinking when engaging in future complex tasks.

After a few weeks, most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves. With that important part of our classroom culture established, we can move to focusing on the strategies that students might need.

Here’s one way I do this in the classroom:

I show the broken escalator video to the class. Since my students are fourth graders, they think it’s hilarious and immediately start exclaiming, “Just get off! Walk!”

When the video is over, I say, “Many of us, probably all of us, are like the man in the video yelling for help when we get stuck. When we get stuck, we stop and immediately say ‘Help!’ instead of embracing the challenge and trying new ways to work through it.” I often introduce this lesson during math class, but it can apply to any area of our lives, and I can refer to the experience and conversation we had during any part of our day.

Research shows that just because students know the strategies does not mean they will engage in the appropriate strategies. Therefore, I try to provide opportunities where students can explicitly practice learning how, when, and why to use which strategies effectively  so that they can become self-directed learners.

For example, I give students a math problem that will make many of them feel “stuck”. I will say, “Your job is to get yourselves stuck—or to allow yourselves to get stuck on this problem—and then work through it, being mindful of how you’re getting yourselves unstuck.” As students work, I check-in to help them name their process: “How did you get yourself unstuck?” or “What was your first step? What are you doing now? What might you try next?” As students talk about their process, I’ll add to a list of strategies that students are using and, if they are struggling, help students name a specific process. For instance, if a student says he wrote the information from the math problem down and points to a chart, I will say: “Oh that’s interesting. You pulled the important information from the problem out and organized it into a chart.” In this way, I am giving him the language to match what he did, so that he now has a strategy he could use in other times of struggle.

The charts grow with us over time and are something that we refer to when students are stuck or struggling. They become a resource for students and a way for them to talk about their process when they are reflecting on and monitoring what did or did not work.

For me, as a teacher, it is important that I create a classroom environment in which students are problem solvers. This helps tie struggles to strategies so that the students will not only see value in working harder but in working smarter by trying new and different strategies and revising their process. In doing so, they will more successful the next time around.

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Why Every Educator Needs to Teach Problem-Solving Skills

Strong problem-solving skills will help students be more resilient and will increase their academic and career success .

Want to learn more about how to measure and teach students’ higher-order skills, including problem solving, critical thinking, and written communication?

Problem-solving skills are essential in school, careers, and life.

Problem-solving skills are important for every student to master. They help individuals navigate everyday life and find solutions to complex issues and challenges. These skills are especially valuable in the workplace, where employees are often required to solve problems and make decisions quickly and effectively.

Problem-solving skills are also needed for students’ personal growth and development because they help individuals overcome obstacles and achieve their goals. By developing strong problem-solving skills, students can improve their overall quality of life and become more successful in their personal and professional endeavors.

Problem-Solving Skills Help Students…

   develop resilience.

Problem-solving skills are an integral part of resilience and the ability to persevere through challenges and adversity. To effectively work through and solve a problem, students must be able to think critically and creatively. Critical and creative thinking help students approach a problem objectively, analyze its components, and determine different ways to go about finding a solution.  

This process in turn helps students build self-efficacy . When students are able to analyze and solve a problem, this increases their confidence, and they begin to realize the power they have to advocate for themselves and make meaningful change.

When students gain confidence in their ability to work through problems and attain their goals, they also begin to build a growth mindset . According to leading resilience researcher, Carol Dweck, “in a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.”

    Set and Achieve Goals

Students who possess strong problem-solving skills are better equipped to set and achieve their goals. By learning how to identify problems, think critically, and develop solutions, students can become more self-sufficient and confident in their ability to achieve their goals. Additionally, problem-solving skills are used in virtually all fields, disciplines, and career paths, which makes them important for everyone. Building strong problem-solving skills will help students enhance their academic and career performance and become more competitive as they begin to seek full-time employment after graduation or pursue additional education and training.

  Resolve Conflicts

In addition to increased social and emotional skills like self-efficacy and goal-setting, problem-solving skills teach students how to cooperate with others and work through disagreements and conflicts. Problem-solving promotes “thinking outside the box” and approaching a conflict by searching for different solutions. This is a very different (and more effective!) method than a more stagnant approach that focuses on placing blame or getting stuck on elements of a situation that can’t be changed.

While it’s natural to get frustrated or feel stuck when working through a conflict, students with strong problem-solving skills will be able to work through these obstacles, think more rationally, and address the situation with a more solution-oriented approach. These skills will be valuable for students in school, their careers, and throughout their lives.

    Achieve Success

We are all faced with problems every day. Problems arise in our personal lives, in school and in our jobs, and in our interactions with others. Employers especially are looking for candidates with strong problem-solving skills. In today’s job market, most jobs require the ability to analyze and effectively resolve complex issues. Students with strong problem-solving skills will stand out from other applicants and will have a more desirable skill set.

In a recent opinion piece published by The Hechinger Report , Virgel Hammonds, Chief Learning Officer at KnowledgeWorks, stated “Our world presents increasingly complex challenges. Education must adapt so that it nurtures problem solvers and critical thinkers.” Yet, the “traditional K–12 education system leaves little room for students to engage in real-world problem-solving scenarios.” This is the reason that a growing number of K–12 school districts and higher education institutions are transforming their instructional approach to personalized and competency-based learning, which encourage students to make decisions, problem solve and think critically as they take ownership of and direct their educational journey.

Problem-Solving Skills Can Be Measured and Taught

Research shows that problem-solving skills can be measured and taught. One effective method is through performance-based assessments which require students to demonstrate or apply their knowledge and higher-order skills to create a response or product or do a task.

What Are Performance-Based Assessments?

With the No Child Left Behind Act (2002), the use of standardized testing became the primary way to measure student learning in the U.S. The legislative requirements of this act shifted the emphasis to standardized testing, and this led to a  decline in nontraditional testing methods .

But   many educators, policy makers, and parents have concerns with standardized tests. Some of the top issues include that they don’t provide feedback on how students can perform better, they don’t value creativity, they are not representative of diverse populations, and they can be disadvantageous to lower-income students.

While standardized tests are still the norm, U.S. Secretary of Education Miguel Cardona is encouraging states and districts to move away from traditional multiple choice and short response tests and instead use performance-based assessment, competency-based assessments, and other more authentic methods of measuring students abilities and skills rather than rote learning. 

Performance-based assessments  measure whether students can apply the skills and knowledge learned from a unit of study. Typically, a performance task challenges students to use their higher-order skills to complete a project or process. Tasks can range from an essay to a complex proposal or design.

Preview a Performance-Based Assessment

Want a closer look at how performance-based assessments work?  Preview CAE’s K–12 and Higher Education assessments and see how CAE’s tools help students develop critical thinking, problem-solving, and written communication skills.

Performance-Based Assessments Help Students Build and Practice Problem-Solving Skills

In addition to effectively measuring students’ higher-order skills, including their problem-solving skills, performance-based assessments can help students practice and build these skills. Through the assessment process, students are given opportunities to practically apply their knowledge in real-world situations. By demonstrating their understanding of a topic, students are required to put what they’ve learned into practice through activities such as presentations, experiments, and simulations. 

This type of problem-solving assessment tool requires students to analyze information and choose how to approach the presented problems. This process enhances their critical thinking skills and creativity, as well as their problem-solving skills. Unlike traditional assessments based on memorization or reciting facts, performance-based assessments focus on the students’ decisions and solutions, and through these tasks students learn to bridge the gap between theory and practice.

Performance-based assessments like CAE’s College and Career Readiness Assessment (CRA+) and Collegiate Learning Assessment (CLA+) provide students with in-depth reports that show them which higher-order skills they are strongest in and which they should continue to develop. This feedback helps students and their teachers plan instruction and supports to deepen their learning and improve their mastery of critical skills.

Explore CAE’s Problem-Solving Assessments

CAE offers performance-based assessments that measure student proficiency in higher-order skills including problem solving, critical thinking, and written communication.

• College and Career Readiness Assessment (CCRA+) for secondary education and
• Collegiate Learning Assessment (CLA+) for higher education.

Our solution also includes instructional materials, practice models, and professional development.

We can help you create a program to build students’ problem-solving skills that includes:

• Measuring students’ problem-solving skills through a performance-based assessment    
• Using the problem-solving assessment data to inform instruction and tailor interventions
• Teaching students problem-solving skills and providing practice opportunities in real-life scenarios
• Supporting educators with quality professional development

Get started with our problem-solving assessment tools to measure and build students’ problem-solving skills today! These skills will be invaluable to students now and in the future.

Ready to Get Started?

Learn more about cae’s suite of products and let’s get started measuring and teaching students important higher-order skills like problem solving..

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Teaching problem solving

Strategies for teaching problem solving apply across disciplines and instructional contexts. First, introduce the problem and explain how people in your discipline generally make sense of the given information. Then, explain how to apply these approaches to solve the problem.

Introducing the problem

Explaining how people in your discipline understand and interpret these types of problems can help students develop the skills they need to understand the problem (and find a solution). After introducing how you would go about solving a problem, you could then ask students to:

• frame the problem in their own words
• define key terms and concepts
• determine statements that accurately represent the givens of a problem
• identify analogous problems
• determine what information is needed to solve the problem

Working on solutions

In the solution phase, one develops and then implements a coherent plan for solving the problem. As you help students with this phase, you might ask them to:

• identify the general model or procedure they have in mind for solving the problem
• set sub-goals for solving the problem
• identify necessary operations and steps
• draw conclusions
• carry out necessary operations

You can help students tackle a problem effectively by asking them to:

• systematically explain each step and its rationale
• explain how they would approach solving the problem
• help you solve the problem by posing questions at key points in the process
• work together in small groups (3 to 5 students) to solve the problem and then have the solution presented to the rest of the class (either by you or by a student in the group)

In all cases, the more you get the students to articulate their own understandings of the problem and potential solutions, the more you can help them develop their expertise in approaching problems in your discipline.

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Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

PBL can be incorporated into any learning situation. In the strictest definition of PBL, the approach is used over the entire semester as the primary method of teaching. However, broader definitions and uses range from including PBL in lab and design classes, to using it simply to start a single discussion. PBL can also be used to create assessment items. The main thread connecting these various uses is the real-world problem.

Any subject area can be adapted to PBL with a little creativity. While the core problems will vary among disciplines, there are some characteristics of good PBL problems that transcend fields (Duch, Groh, and Allen, 2001):

• The problem must motivate students to seek out a deeper understanding of concepts.
• The problem should require students to make reasoned decisions and to defend them.
• The problem should incorporate the content objectives in such a way as to connect it to previous courses/knowledge.
• If used for a group project, the problem needs a level of complexity to ensure that the students must work together to solve it.
• If used for a multistage project, the initial steps of the problem should be open-ended and engaging to draw students into the problem.

The problems can come from a variety of sources: newspapers, magazines, journals, books, textbooks, and television/ movies. Some are in such form that they can be used with little editing; however, others need to be rewritten to be of use. The following guidelines from The Power of Problem-Based Learning (Duch et al, 2001) are written for creating PBL problems for a class centered around the method; however, the general ideas can be applied in simpler uses of PBL:

• Choose a central idea, concept, or principle that is always taught in a given course, and then think of a typical end-of-chapter problem, assignment, or homework that is usually assigned to students to help them learn that concept. List the learning objectives that students should meet when they work through the problem.
• Think of a real-world context for the concept under consideration. Develop a storytelling aspect to an end-of-chapter problem, or research an actual case that can be adapted, adding some motivation for students to solve the problem. More complex problems will challenge students to go beyond simple plug-and-chug to solve it. Look at magazines, newspapers, and articles for ideas on the story line. Some PBL practitioners talk to professionals in the field, searching for ideas of realistic applications of the concept being taught.
• What will the first page (or stage) look like? What open-ended questions can be asked? What learning issues will be identified?
• How will the problem be structured?
• How long will the problem be? How many class periods will it take to complete?
• Will students be given information in subsequent pages (or stages) as they work through the problem?
• What resources will the students need?
• What end product will the students produce at the completion of the problem?
• Write a teacher's guide detailing the instructional plans on using the problem in the course. If the course is a medium- to large-size class, a combination of mini-lectures, whole-class discussions, and small group work with regular reporting may be necessary. The teacher's guide can indicate plans or options for cycling through the pages of the problem interspersing the various modes of learning.
• The final step is to identify key resources for students. Students need to learn to identify and utilize learning resources on their own, but it can be helpful if the instructor indicates a few good sources to get them started. Many students will want to limit their research to the Internet, so it will be important to guide them toward the library as well.

The method for distributing a PBL problem falls under three closely related teaching techniques: case studies, role-plays, and simulations. Case studies are presented to students in written form. Role-plays have students improvise scenes based on character descriptions given. Today, simulations often involve computer-based programs. Regardless of which technique is used, the heart of the method remains the same: the real-world problem.

Where can I learn more?

• PBL through the Institute for Transforming Undergraduate Education at the University of Delaware
• Duch, B. J., Groh, S. E, & Allen, D. E. (Eds.). (2001). The power of problem-based learning . Sterling, VA: Stylus.
• Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Pittsburgh: Alliance Publishers.

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Problem-Solving Method of Teaching: All You Need to Know

Ever wondered about the problem-solving method of teaching? We’ve got you covered, from its core principles to practical tips, benefits, and real-world examples.

The problem-solving method of teaching is a student-centered approach to learning that focuses on developing students’ problem-solving skills. In this method, students are presented with real-world problems to solve, and they are encouraged to use their own knowledge and skills to come up with solutions. The teacher acts as a facilitator, providing guidance and support as needed, but ultimately the students are responsible for finding their own solutions.

Problem-Solving Method of Teaching – Agenda of the Day

5 most important benefits of problem-solving method of teaching, find out examples of the problem-solving method of teaching, 5 how tos for using the problem-solving method of teaching, how to choose: let’s draw a comparison.

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The new way of teaching primarily helps students develop critical thinking skills and real-world application abilities. It also promotes independence and self-confidence in problem-solving.

The problem-solving method of teaching has a number of benefits. It helps students to:

1. Enhances critical thinking: By presenting students with real-world problems to solve, the problem-solving method of teaching forces them to think critically about the situation and to come up with their own solutions. This process helps students to develop their critical thinking skills, which are essential for success in school and in life.

2. Fosters creativity: The problem-solving method of teaching encourages students to be creative in their approach to solving problems. There is often no one right answer to a problem, so students are free to come up with their own unique solutions. This process helps students to develop their creativity, which is an important skill in all areas of life.

3. Encourages real-world application: The problem-solving method of teaching helps students learn how to apply their knowledge to real-world situations. By solving real-world problems, students are able to see how their knowledge is relevant to their lives and to the world around them. This helps students to become more motivated and engaged learners.

4. Builds student confidence: When students are able to successfully solve problems, they gain confidence in their abilities. This confidence is essential for success in all areas of life, both academic and personal.

5. Promotes collaborative learning: The problem-solving method of teaching often involves students working together to solve problems. This collaborative learning process helps students to develop their teamwork skills and to learn from each other.

Know 6 Steps in the Problem-Solving Method of Teaching

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The problem-solving method of teaching typically involves the following steps:

• Identifying the problem. The first step is to identify the problem that students will be working on. This can be done by presenting students with a real-world problem, or by asking them to come up with their own problems.
• Understanding the problem. Once students have identified the problem, they need to understand it fully. This may involve breaking the problem down into smaller parts or gathering more information about the problem.
• Generating solutions. Once students understand the problem, they need to generate possible solutions. This can be done by brainstorming, or by using problem-solving techniques such as root cause analysis or the decision matrix.
• Evaluating solutions. Students need to evaluate the pros and cons of each solution before choosing one to implement.
• Implementing the solution. Once students have chosen a solution, they need to implement it. This may involve taking action or developing a plan.
• Evaluating the results. Once students have implemented the solution, they need to evaluate the results to see if it was successful. If the solution is not successful, students may need to go back to step 3 and generate new solutions.

Here are a few examples of how the problem-solving method of teaching can be used in different subjects:

• Math: Students could be presented with a real-world problem such as budgeting for a family or designing a new product. Students would then need to use their math skills to solve the problem.
• Science: Students could be presented with a science experiment, or asked to research a scientific topic and come up with a solution to a problem. Students would then need to use their science knowledge and skills to solve the problem.
• Social studies: Students could be presented with a historical event or current social issue, and asked to come up with a solution. Students would then need to use their social studies knowledge and skills to solve the problem.

Here are a few tips for using the problem-solving method of teaching effectively:

• Choose problems that are relevant to students’ lives and interests.
• Make sure that the problems are challenging but achievable.
• Provide students with the resources they need to solve the problems, such as books, websites, or experts.
• Encourage students to work collaboratively and to share their ideas.
• Be patient and supportive. Problem-solving can be a challenging process, but it is also a rewarding one.

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The following table compares the different problem-solving methods:

Which Method is the Most Suitable?

The most suitable method of teaching will depend on a number of factors, such as the subject matter, the student’s age and ability level, and the teacher’s own preferences. However, the problem-solving method of teaching is a valuable approach that can be used in any subject area and with students of all ages.

Here are some additional tips for using the problem-solving method of teaching effectively:

• Differentiate instruction. Not all students learn at the same pace or in the same way. Teachers can differentiate instruction to meet the needs of all learners by providing different levels of support and scaffolding.
• Use formative assessment. Formative assessment can be used to monitor students’ progress and to identify areas where they need additional support. Teachers can then use this information to provide students with targeted instruction.
• Create a positive learning environment. Students need to feel safe and supported in order to learn effectively. Teachers can create a positive learning environment by providing students with opportunities for collaboration, celebrating their successes, and creating a classroom culture where mistakes are seen as learning opportunities.

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Some Unique Examples to Refer to Before We Conclude

Here are a few unique examples of how the problem-solving method of teaching can be used in different subjects:

• English: Students could be presented with a challenging text, such as a poem or a short story, and asked to analyze the text and come up with their own interpretation.
• Art: Students could be asked to design a new product or to create a piece of art that addresses a social issue.
• Music: Students could be asked to write a song about a current event or to create a new piece of music that reflects their cultural heritage.

The problem-solving method of teaching is a powerful tool that can be used to help students develop the skills they need to succeed in school and in life. By creating a learning environment where students are encouraged to think critically and solve problems, teachers can help students to become lifelong learners.

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5 Teaching Mathematics Through Problem Solving

Janet Stramel

In his book “How to Solve It,” George Pólya (1945) said, “One of the most important tasks of the teacher is to help his students. This task is not quite easy; it demands time, practice, devotion, and sound principles. The student should acquire as much experience of independent work as possible. But if he is left alone with his problem without any help, he may make no progress at all. If the teacher helps too much, nothing is left to the student. The teacher should help, but not too much and not too little, so that the student shall have a reasonable share of the work.” (page 1)

What is a problem  in mathematics? A problem is “any task or activity for which the students have no prescribed or memorized rules or methods, nor is there a perception by students that there is a specific ‘correct’ solution method” (Hiebert, et. al., 1997). Problem solving in mathematics is one of the most important topics to teach; learning to problem solve helps students develop a sense of solving real-life problems and apply mathematics to real world situations. It is also used for a deeper understanding of mathematical concepts. Learning “math facts” is not enough; students must also learn how to use these facts to develop their thinking skills.

According to NCTM (2010), the term “problem solving” refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. When you first hear “problem solving,” what do you think about? Story problems or word problems? Story problems may be limited to and not “problematic” enough. For example, you may ask students to find the area of a rectangle, given the length and width. This type of problem is an exercise in computation and can be completed mindlessly without understanding the concept of area. Worthwhile problems  includes problems that are truly problematic and have the potential to provide contexts for students’ mathematical development.

There are three ways to solve problems: teaching for problem solving, teaching about problem solving, and teaching through problem solving.

Teaching for problem solving begins with learning a skill. For example, students are learning how to multiply a two-digit number by a one-digit number, and the story problems you select are multiplication problems. Be sure when you are teaching for problem solving, you select or develop tasks that can promote the development of mathematical understanding.

Teaching about problem solving begins with suggested strategies to solve a problem. For example, “draw a picture,” “make a table,” etc. You may see posters in teachers’ classrooms of the “Problem Solving Method” such as: 1) Read the problem, 2) Devise a plan, 3) Solve the problem, and 4) Check your work. There is little or no evidence that students’ problem-solving abilities are improved when teaching about problem solving. Students will see a word problem as a separate endeavor and focus on the steps to follow rather than the mathematics. In addition, students will tend to use trial and error instead of focusing on sense making.

Teaching through problem solving  focuses students’ attention on ideas and sense making and develops mathematical practices. Teaching through problem solving also develops a student’s confidence and builds on their strengths. It allows for collaboration among students and engages students in their own learning.

Consider the following worthwhile-problem criteria developed by Lappan and Phillips (1998):

• The problem has important, useful mathematics embedded in it.
• The problem requires high-level thinking and problem solving.
• The problem contributes to the conceptual development of students.
• The problem creates an opportunity for the teacher to assess what his or her students are learning and where they are experiencing difficulty.
• The problem can be approached by students in multiple ways using different solution strategies.
• The problem has various solutions or allows different decisions or positions to be taken and defended.
• The problem encourages student engagement and discourse.
• The problem connects to other important mathematical ideas.
• The problem promotes the skillful use of mathematics.
• The problem provides an opportunity to practice important skills.

Of course, not every problem will include all of the above. Sometimes, you will choose a problem because your students need an opportunity to practice a certain skill.

Key features of a good mathematics problem includes:

• It must begin where the students are mathematically.
• The feature of the problem must be the mathematics that students are to learn.
• It must require justifications and explanations for both answers and methods of solving.

Problem solving is not a  neat and orderly process. Think about needlework. On the front side, it is neat and perfect and pretty.

But look at the b ack.

It is messy and full of knots and loops. Problem solving in mathematics is also like this and we need to help our students be “messy” with problem solving; they need to go through those knots and loops and learn how to solve problems with the teacher’s guidance.

When you teach through problem solving , your students are focused on ideas and sense-making and they develop confidence in mathematics!

Mathematics Tasks and Activities that Promote Teaching through Problem Solving

Choosing the Right Task

Selecting activities and/or tasks is the most significant decision teachers make that will affect students’ learning. Consider the following questions:

• Teachers must do the activity first. What is problematic about the activity? What will you need to do BEFORE the activity and AFTER the activity? Additionally, think how your students would do the activity.
• What mathematical ideas will the activity develop? Are there connections to other related mathematics topics, or other content areas?
• Can the activity accomplish your learning objective/goals?

Low Floor High Ceiling Tasks

By definition, a “ low floor/high ceiling task ” is a mathematical activity where everyone in the group can begin and then work on at their own level of engagement. Low Floor High Ceiling Tasks are activities that everyone can begin and work on based on their own level, and have many possibilities for students to do more challenging mathematics. One gauge of knowing whether an activity is a Low Floor High Ceiling Task is when the work on the problems becomes more important than the answer itself, and leads to rich mathematical discourse [Hover: ways of representing, thinking, talking, agreeing, and disagreeing; the way ideas are exchanged and what the ideas entail; and as being shaped by the tasks in which students engage as well as by the nature of the learning environment].

The strengths of using Low Floor High Ceiling Tasks:

• Allows students to show what they can do, not what they can’t.
• Provides differentiation to all students.
• Promotes a positive classroom environment.
• Advances a growth mindset in students
• Aligns with the Standards for Mathematical Practice

Examples of some Low Floor High Ceiling Tasks can be found at the following sites:

• YouCubed – under grades choose Low Floor High Ceiling
• NRICH Creating a Low Threshold High Ceiling Classroom
• Inside Mathematics Problems of the Month

Math in 3-Acts

Math in 3-Acts was developed by Dan Meyer to spark an interest in and engage students in thought-provoking mathematical inquiry. Math in 3-Acts is a whole-group mathematics task consisting of three distinct parts:

Act One is about noticing and wondering. The teacher shares with students an image, video, or other situation that is engaging and perplexing. Students then generate questions about the situation.

In Act Two , the teacher offers some information for the students to use as they find the solutions to the problem.

Act Three is the “reveal.” Students share their thinking as well as their solutions.

“Math in 3 Acts” is a fun way to engage your students, there is a low entry point that gives students confidence, there are multiple paths to a solution, and it encourages students to work in groups to solve the problem. Some examples of Math in 3-Acts can be found at the following websites:

• Dan Meyer’s Three-Act Math Tasks
• Graham Fletcher3-Act Tasks ]
• Math in 3-Acts: Real World Math Problems to Make Math Contextual, Visual and Concrete

Number Talks

Number talks are brief, 5-15 minute discussions that focus on student solutions for a mental math computation problem. Students share their different mental math processes aloud while the teacher records their thinking visually on a chart or board. In addition, students learn from each other’s strategies as they question, critique, or build on the strategies that are shared.. To use a “number talk,” you would include the following steps:

• The teacher presents a problem for students to solve mentally.
• Provide adequate “ wait time .”
• The teacher calls on a students and asks, “What were you thinking?” and “Explain your thinking.”
• For each student who volunteers to share their strategy, write their thinking on the board. Make sure to accurately record their thinking; do not correct their responses.
• Invite students to question each other about their strategies, compare and contrast the strategies, and ask for clarification about strategies that are confusing.

“Number Talks” can be used as an introduction, a warm up to a lesson, or an extension. Some examples of Number Talks can be found at the following websites:

• Inside Mathematics Number Talks
• Number Talks Build Numerical Reasoning

Saying “This is Easy”

“This is easy.” Three little words that can have a big impact on students. What may be “easy” for one person, may be more “difficult” for someone else. And saying “this is easy” defeats the purpose of a growth mindset classroom, where students are comfortable making mistakes.

When the teacher says, “this is easy,” students may think,

• “Everyone else understands and I don’t. I can’t do this!”
• Students may just give up and surrender the mathematics to their classmates.
• Students may shut down.

Instead, you and your students could say the following:

• “I think I can do this.”
• “I have an idea I want to try.”
• “I’ve seen this kind of problem before.”

Tracy Zager wrote a short article, “This is easy”: The Little Phrase That Causes Big Problems” that can give you more information. Read Tracy Zager’s article here.

Using “Worksheets”

Do you want your students to memorize concepts, or do you want them to understand and apply the mathematics for different situations?

What is a “worksheet” in mathematics? It is a paper and pencil assignment when no other materials are used. A worksheet does not allow your students to use hands-on materials/manipulatives [Hover: physical objects that are used as teaching tools to engage students in the hands-on learning of mathematics]; and worksheets are many times “naked number” with no context. And a worksheet should not be used to enhance a hands-on activity.

Students need time to explore and manipulate materials in order to learn the mathematics concept. Worksheets are just a test of rote memory. Students need to develop those higher-order thinking skills, and worksheets will not allow them to do that.

One productive belief from the NCTM publication, Principles to Action (2014), states, “Students at all grade levels can benefit from the use of physical and virtual manipulative materials to provide visual models of a range of mathematical ideas.”

You may need an “activity sheet,” a “graphic organizer,” etc. as you plan your mathematics activities/lessons, but be sure to include hands-on manipulatives. Using manipulatives can

• Provide your students a bridge between the concrete and abstract
• Serve as models that support students’ thinking
• Provide another representation
• Support student engagement
• Give students ownership of their own learning.

Adapted from “ The Top 5 Reasons for Using Manipulatives in the Classroom ”.

any task or activity for which the students have no prescribed or memorized rules or methods, nor is there a perception by students that there is a specific ‘correct’ solution method

should be intriguing and contain a level of challenge that invites speculation and hard work, and directs students to investigate important mathematical ideas and ways of thinking toward the learning

involves teaching a skill so that a student can later solve a story problem

when we teach students how to problem solve

teaching mathematics content through real contexts, problems, situations, and models

a mathematical activity where everyone in the group can begin and then work on at their own level of engagement

20 seconds to 2 minutes for students to make sense of questions

Mathematics Methods for Early Childhood Copyright © 2021 by Janet Stramel is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Problem-Solving Method in Teaching

The problem-solving method is a highly effective teaching strategy that is designed to help students develop critical thinking skills and problem-solving abilities . It involves providing students with real-world problems and challenges that require them to apply their knowledge, skills, and creativity to find solutions. This method encourages active learning, promotes collaboration, and allows students to take ownership of their learning.

Table of Contents

Definition of problem-solving method.

Problem-solving is a process of identifying, analyzing, and resolving problems. The problem-solving method in teaching involves providing students with real-world problems that they must solve through collaboration and critical thinking. This method encourages students to apply their knowledge and creativity to develop solutions that are effective and practical.

Meaning of Problem-Solving Method

The meaning and Definition of problem-solving are given by different Scholars. These are-

Woodworth and Marquis(1948) : Problem-solving behavior occurs in 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.

Skinner (1968): 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

Benefits of Problem-Solving Method

The problem-solving method has several benefits for both students and teachers. These benefits include:

• Encourages active learning: The problem-solving method encourages students to actively participate in their own learning by engaging them in real-world problems that require critical thinking and collaboration
• Promotes collaboration: Problem-solving requires students to work together to find solutions. This promotes teamwork, communication, and cooperation.
• Builds critical thinking skills: The problem-solving method helps students develop critical thinking skills by providing them with opportunities to analyze and evaluate problems
• Increases motivation: When students are engaged in solving real-world problems, they are more motivated to learn and apply their knowledge.
• Enhances creativity: The problem-solving method encourages students to be creative in finding solutions to problems.

Steps in Problem-Solving Method

The problem-solving method involves several steps that teachers can use to guide their students. These steps include

• Identifying the problem: The first step in problem-solving is identifying the problem that needs to be solved. Teachers can present students with a real-world problem or challenge that requires critical thinking and collaboration.
• Analyzing the problem: Once the problem is identified, students should analyze it to determine its scope and underlying causes.
• Generating solutions: After analyzing the problem, students should generate possible solutions. This step requires creativity and critical thinking.
• Evaluating solutions: The next step is to evaluate each solution based on its effectiveness and practicality
• Selecting the best solution: The final step is to select the best solution and implement it.

Verification of the concluded solution or Hypothesis

The solution arrived at or the conclusion drawn must be further verified by utilizing it in solving various other likewise problems. In case, the derived solution helps in solving these problems, then and only then if one is free to agree with his finding regarding the solution. The verified solution may then become a useful product of his problem-solving behavior that can be utilized in solving further problems. The above steps can be utilized in solving various problems thereby fostering creative thinking ability in an individual.

The problem-solving method is an effective teaching strategy that promotes critical thinking, creativity, and collaboration. It provides students with real-world problems that require them to apply their knowledge and skills to find solutions. By using the problem-solving method, teachers can help their students develop the skills they need to succeed in school and in life.

• Jonassen, D. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. Routledge.
• Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.
• Mergendoller, J. R., Maxwell, N. L., & Bellisimo, Y. (2006). The effectiveness of problem-based instruction: A comparative study of instructional methods and student characteristics. Interdisciplinary Journal of Problem-based Learning, 1(2), 49-69.
• Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. Routledge.
• Savery, J. R., & Duffy, T. M. (2001). Problem-based learning: An instructional model and its constructivist framework. CRLT Technical Report No. 16-01, University of Michigan. Wojcikowski, J. (2013). Solving real-world problems through problem-based learning. College Teaching, 61(4), 153-156

Problem-Based Learning (PBL)

What is Problem-Based Learning (PBL)? PBL is a student-centered approach to learning that involves groups of students working to solve a real-world problem, quite different from the direct teaching method of a teacher presenting facts and concepts about a specific subject to a classroom of students. Through PBL, students not only strengthen their teamwork, communication, and research skills, but they also sharpen their critical thinking and problem-solving abilities essential for life-long learning.

See also: Just-in-Time Teaching

In implementing PBL, the teaching role shifts from that of the more traditional model that follows a linear, sequential pattern where the teacher presents relevant material, informs the class what needs to be done, and provides details and information for students to apply their knowledge to a given problem. With PBL, the teacher acts as a facilitator; the learning is student-driven with the aim of solving the given problem (note: the problem is established at the onset of learning opposed to being presented last in the traditional model). Also, the assignments vary in length from relatively short to an entire semester with daily instructional time structured for group work.

By working with PBL, students will:

• Become engaged with open-ended situations that assimilate the world of work
• Participate in groups to pinpoint what is known/ not known and the methods of finding information to help solve the given problem.
• Investigate a problem; through critical thinking and problem solving, brainstorm a list of unique solutions.
• Analyze the situation to see if the real problem is framed or if there are other problems that need to be solved.

How to Begin PBL

• Establish the learning outcomes (i.e., what is it that you want your students to really learn and to be able to do after completing the learning project).
• Find a real-world problem that is relevant to the students; often the problems are ones that students may encounter in their own life or future career.
• Discuss pertinent rules for working in groups to maximize learning success.
• Practice group processes: listening, involving others, assessing their work/peers.
• Explore different roles for students to accomplish the work that needs to be done and/or to see the problem from various perspectives depending on the problem (e.g., for a problem about pollution, different roles may be a mayor, business owner, parent, child, neighboring city government officials, etc.).
• Determine how the project will be evaluated and assessed. Most likely, both self-assessment and peer-assessment will factor into the assignment grade.

Designing Classroom Instruction

See also: Inclusive Teaching Strategies

• Take the curriculum and divide it into various units. Decide on the types of problems that your students will solve. These will be your objectives.
• Determine the specific problems that most likely have several answers; consider student interest.
• Arrange appropriate resources available to students; utilize other teaching personnel to support students where needed (e.g., media specialists to orientate students to electronic references).
• Decide on presentation formats to communicate learning (e.g., individual paper, group PowerPoint, an online blog, etc.) and appropriate grading mechanisms (e.g., rubric).
• Decide how to incorporate group participation (e.g., what percent, possible peer evaluation, etc.).

How to Orchestrate a PBL Activity

• Explain Problem-Based Learning to students: its rationale, daily instruction, class expectations, grading.
• Serve as a model and resource to the PBL process; work in-tandem through the first problem
• Help students secure various resources when needed.
• Supply ample class time for collaborative group work.
• Give feedback to each group after they share via the established format; critique the solution in quality and thoroughness. Reinforce to the students that the prior thinking and reasoning process in addition to the solution are important as well.

Teacher’s Role in PBL

See also: Flipped teaching

As previously mentioned, the teacher determines a problem that is interesting, relevant, and novel for the students. It also must be multi-faceted enough to engage students in doing research and finding several solutions. The problems stem from the unit curriculum and reflect possible use in future work situations.

• Determine a problem aligned with the course and your students. The problem needs to be demanding enough that the students most likely cannot solve it on their own. It also needs to teach them new skills. When sharing the problem with students, state it in a narrative complete with pertinent background information without excessive information. Allow the students to find out more details as they work on the problem.
• Place students in groups, well-mixed in diversity and skill levels, to strengthen the groups. Help students work successfully. One way is to have the students take on various roles in the group process after they self-assess their strengths and weaknesses.
• Support the students with understanding the content on a deeper level and in ways to best orchestrate the various stages of the problem-solving process.

The Role of the Students

See also: ADDIE model

The students work collaboratively on all facets of the problem to determine the best possible solution.

• Analyze the problem and the issues it presents. Break the problem down into various parts. Continue to read, discuss, and think about the problem.
• Construct a list of what is known about the problem. What do your fellow students know about the problem? Do they have any experiences related to the problem? Discuss the contributions expected from the team members. What are their strengths and weaknesses? Follow the rules of brainstorming (i.e., accept all answers without passing judgment) to generate possible solutions for the problem.
• Get agreement from the team members regarding the problem statement.
• Put the problem statement in written form.
• Solicit feedback from the teacher.
• Be open to changing the written statement based on any new learning that is found or feedback provided.
• Generate a list of possible solutions. Include relevant thoughts, ideas, and educated guesses as well as causes and possible ways to solve it. Then rank the solutions and select the solution that your group is most likely to perceive as the best in terms of meeting success.
• Include what needs to be known and done to solve the identified problems.
• Prioritize the various action steps.
• Consider how the steps impact the possible solutions.
• See if the group is in agreement with the timeline; if not, decide how to reach agreement.
• What resources are available to help (e.g., textbooks, primary/secondary sources, Internet).
• Determine research assignments per team members.
• Establish due dates.
• Determine how your group will present the problem solution and also identify the audience. Usually, in PBL, each group presents their solutions via a team presentation either to the class of other students or to those who are related to the problem.
• Both the process and the results of the learning activity need to be covered. Include the following: problem statement, questions, data gathered, data analysis, reasons for the solution(s) and/or any recommendations reflective of the data analysis.
• A well-stated problem and conclusion.
• The process undertaken by the group in solving the problem, the various options discussed, and the resources used.
• Your solution’s supporting documents, guests, interviews and their purpose to be convincing to your audience.
• In addition, be prepared for any audience comments and questions. Determine who will respond and if your team doesn’t know the answer, admit this and be open to looking into the question at a later date.
• Reflective thinking and transfer of knowledge are important components of PBL. This helps the students be more cognizant of their own learning and teaches them how to ask appropriate questions to address problems that need to be solved. It is important to look at both the individual student and the group effort/delivery throughout the entire process. From here, you can better determine what was learned and how to improve. The students should be asked how they can apply what was learned to a different situation, to their own lives, and to other course projects.

See also: Kirkpatrick Model: Four Levels of Learning Evaluation

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Problem Solving Method Of Teaching

The problem-solving method of teaching is the learning method that allows children to learn by doing. This is because they are given examples and real-world situations so that the theory behind it can be understood better, as well as practice with each new concept or skill taught on top of what was previously learned in class before moving onto another topic at hand.

What is your preferred problem-solving technique?

Answers : - I like to brainstorm and see what works for me - I enjoy the trial and error method - I am a linear thinker

Share it with me by commenting.

For example, while solving a problem, the child may encounter terms he has not studied yet. These will further help him understand their use in context while developing his vocabulary. At the same time, being able to practice math concepts by tapping into daily activities helps an individual retain these skills better.

One way this type of teaching is applied for younger students particularly is through games played during lessons. By allowing them to become comfortable with the concepts taught through these games, they can put their knowledge into use later on. This is done by developing thinking processes that precede an action or behavior. These games can be used by teachers for different subjects including science and language.

For younger students still, the method of teaching using real-life examples helps them understand better. Through this, it becomes easier for them to relate what they learned in school with terms used outside of school settings so that the information sticks better than if all they were given were theoretical definitions. For instance, instead of just studying photosynthesis as part of biology lessons, children are asked to imagine plants growing inside a dark room because there is no sunlight present. When questioned about the plants, children will be able to recall photosynthesis more easily because they were able to see its importance in real life.

Despite being given specific examples, the act of solving problems helps students think for themselves. They learn how to approach situations and predict outcomes based on what they already know about concepts or ideas taught in class including the use of various skills they have acquired over time. These include problem-solving strategies like using drawings when describing a solution or asking advice if they are stuck to unlock solutions that would otherwise go beyond their reach.

Teachers need to point out in advance which method will be used for any particular lesson before having children engage with it. By doing this, individuals can prepare themselves mentally for what is to come. This is especially true for students who have difficulty with a particular subject. In these cases, the teacher can help them get started by providing a worked example for reference or breaking the problem down into manageable chunks that are easier to digest.

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Ultimately, the goal of teaching using a problem-solving method is to give children the opportunity to think for themselves and to be able to do so in different contexts. Doing this helps foster independent learners who can utilize the skills they acquired in school for future endeavors.

The problem-solving method of teaching allows children to learn by doing. This is because they are given examples and real-world situations so that the theory behind it can be understood better, as practice with each new concept or skill taught on top of what was previously learned in class before moving onto another topic at hand.

One way this type of teaching is applied for younger students particularly is through games played during lessons. By allowing them to become comfortable with the concepts taught through these games, they are able to put their knowledge into use later on. This is done by developing thinking processes that precede an action or behavior. These games can be used by teachers for different subjects including science and language.

For instance, a teacher may ask students to imagine they are plants in a dark room because there is no sunlight present. When questioned about the plants, children will be able to recall photosynthesis more easily because they were able to see its importance in real life.

It is important for teachers to point out in advance which method will be used for any particular lesson before having children engage with it. By doing this, individuals can prepare themselves mentally for what is to come. This is especially true for students who have difficulty with a particular subject. In these cases, the teacher can help them get started by providing a worked example for reference or breaking the problem down into manageable chunks that are easier to digest.

lesson before having children engage with it. By doing this, individuals can prepare themselves mentally for what is to come. This is especially true for students who have difficulty with a particular subject. In these cases, the teacher can help them get started by providing a worked example for reference or breaking the problem down into manageable chunks that are easier to digest.

The teacher should have a few different ways to solve the problem.

For example, the teacher can provide a worked example for reference or break down the problem into chunks that are easier to digest.

The goal of teaching using a problem-solving method is to give children the opportunity to think for themselves and to be able to do so in different contexts. Successful problem solving allows children to become comfortable with concepts taught through games that develop thinking processes that precede an action or behavior.

Introduce the problem

The problem solving method of teaching is a popular approach to learning that allows students to understand new concepts by doing. This approach provides students with examples and real-world situations, so they can see how the theory behind a concept or skill works in practice. In addition, students are given practice with each new concept or skill taught, before moving on to the next topic. This helps them learn and retain the information better.

Explain why the problem solving method of teaching is effective.

The problem solving method of teaching is effective because it allows students to learn by doing. This means they can see how the theory behind a concept or skill works in practice, which helps them understand and remember the information better. This would not be possible if they are only told about the new concept or skill, or read a textbook to learn on their own. Since students can see how the theory works in practice through examples and real-world situations, the information is easier for them to understand.

List some advantages of using the problem solving method of teaching.

Some advantages of using the problem solving method of teaching are that it helps students retain information better since they are able to practice with each new concept or skill taught until they master it before moving on to another topic. This also allows them to learn by doing so they will have hands-on experience with facts which helps them remember important facts faster rather than just hearing about it or reading about it on their own. Furthermore, this teaching method is beneficial for students of all ages and can be adapted to different subjects making it an approach that is versatile and easily used in a classroom setting. Lastly, the problem solving method of teaching presents new information in a way that is easy to understand so students are not overwhelmed with complex material.

The problem solving method of teaching is an effective way for students to learn new concepts and skills. By providing them with examples and real-world situations, they can see how the theory behind a concept or skill works in practice. In addition, students are given practice with each new concept or skill taught, before moving on to the next topic. This them learn and retain the information better.

What has been your experience with adopting a problem-solving teaching method?

How do you feel the usefulness of your lesson plans changed since adopting this method?

What was one of your most successful attempts in using this technique to teach students, and why do you believe it was so successful?

Were there any obstacles when trying to incorporate this technique into your class? 

Did it take a while for all students to get used to the new type of teaching style before they felt comfortable enough to participate in discussions and ask questions about their newly acquired knowledge?

What are your thoughts on this method? 

“I have had the opportunity to work in several districts, including one where they used problem solving for all subjects. I never looked back after that experience--it was exciting and motivating for students and teachers alike." 

"The problem solving method of teaching is great because it makes my subject matter more interesting with hands-on activities."

What is the role of educators in facilitating problem-solving method of teaching?

Role of Educators in Facilitating Problem-Solving Understanding the Problem-Solving Method The problem-solving method of teaching encourages students to actively engage their critical thinking skills to analyze and seek solutions to real-world problems. As such, educators play a crucial part in facilitating this learning style to ensure the effective attainment of desired skills. Encouraging Collaboration and Communication One of the ways educators can facilitate problem-solving is by promoting collaboration and communication among students. Working as a team allows students to share diverse perspectives while considering multiple solutions, thereby fostering an open-minded and inclusive environment that is crucial for effective problem-solving. Creating a Safe Space for Failure Educators must recognize that failure is an integral component of the learning process in a problem-solving method. By establishing a safe environment that allows students to fail without facing judgment or embarrassment, teachers enable students to develop perseverance, resilience, and an enhanced ability to learn from mistakes. Designing Relevant and Engaging Problems The selection and design of appropriate problems contribute significantly to the success of the problem-solving method of teaching. Educators should focus on presenting issues that are relevant, engaging, and age-appropriate, thereby sparking curiosity and interest amongst students, which further improves their problem-solving abilities. Scaffolding Learning Scaffolding is essential in the problem-solving method for providing adequate support when required. Teachers need to break down complex problems into smaller, manageable steps, and gradually remove support as students develop the necessary skills, thus promoting their self-reliance and independent thinking. Providing Constructive Feedback Constructive feedback from educators is invaluable in facilitating the problem-solving method of teaching, as it enables students to reflect on their progress, recognize areas for improvement, and actively develop their critical thinking and problem-solving abilities. In conclusion, the role of educators in facilitating the problem-solving method of teaching comprises promoting collaboration, creating a safe space for failure, designing relevant problems, scaffolding learning, and providing constructive feedback. By integrating these elements, educators can help students develop essential life-long skills and effectively navigate the complex world they will experience.

Can interdisciplinary approaches be incorporated into problem-solving teaching methods, and if so, how?

Interdisciplinary Approaches in Problem-Solving Teaching Methods Integration of Interdisciplinary Approaches Incorporating interdisciplinary approaches into problem-solving teaching methods can be achieved by integrating various subject areas when presenting complex problems that require students to draw from different fields of knowledge. By doing so, learners will develop a deeper understanding of the interconnectedness of various disciplines and improve their problem-solving skills. Project-Based Learning Activities Implementing project-based learning activities in the classroom allows students to work collaboratively on real-world problems. By involving learners in tasks that necessitate the integration of diverse subjects, they develop the ability to transfer skills acquired in one context to novel situations, thereby expanding their problem-solving abilities. Role of Teachers in Interdisciplinary Teaching Teachers play a crucial role in the successful incorporation of interdisciplinary methods in problem-solving teaching. They must be prepared to facilitate student-centered learning and engage in ongoing professional development tailored towards interdisciplinary education. In doing so, educators can create inclusive learning environments that encourage individualized discovery and the application of diverse perspectives to solve complex problems. Benefits of Interdisciplinary Teaching Methods Adopting interdisciplinary teaching methods in problem-solving education not only enhances students' problem-solving abilities but also fosters the development of critical thinking, creativity, and collaboration. These essential skills enable learners to navigate and adapt to an increasingly interconnected world and have been shown to contribute to students' academic and professional success. In conclusion, incorporating interdisciplinary approaches into problem-solving teaching methods can be achieved through the integration of various subject areas, implementing project-based learning activities, and the active role of teachers in interdisciplinary education. These methods benefit students by developing problem-solving skills, critical thinking, creativity, and collaboration, preparing them for future success in an interconnected world.

In what ways can technology be integrated into the problem-solving method of instruction?

**Role of Technology in Problem-Solving Instruction** Technology can be integrated into the problem-solving method of instruction by enhancing student engagement, promoting collaboration, and supporting personalized learning. **Enhancing Student Engagement** One way technology supports the problem-solving method is by increasing students' interest through interactive and dynamic tools. For instance, digital simulations and educational games can help students develop critical thinking and problem-solving skills in a fun, engaging manner. These tools provide real-world contexts and immediate feedback, allowing students to experiment, take risks, and learn from their mistakes. **Promoting Collaboration** Technology also promotes collaboration among students, as online platforms facilitate communication and cooperation. Utilizing tools like video conferencing and shared workspaces, students can collaborate on group projects, discuss ideas, and solve problems together. This collaborative approach fosters a sense of community, mutual support, and collective problem-solving. Moreover, it helps students develop essential interpersonal skills, such as teamwork and communication, which are crucial in today's workplaces. **Supporting Personalized Learning** Finally, technology can be used to provide personalized learning experiences tailored to individual learners' needs, interests, and abilities. With access to adaptive learning platforms or online resources, students can progress at their own pace, focus on areas where they need improvement, and explore topics that interest them. This kind of personalized approach allows instructors to identify areas where students struggle and offer targeted support, enhancing the problem-solving learning experience. In conclusion, integrating technology into the problem-solving method of instruction can improve the learning process in various ways. By fostering student engagement, promoting collaboration, and facilitating personalized learning experiences, technology can be employed as a valuable resource to develop students' problem-solving skills effectively.

I graduated from the Family and Consumption Sciences Department at Hacettepe University. I hold certificates in blogging and personnel management. I have a Master's degree in English and have lived in the US for three years.

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Key Tips On Problem Solving Method Of Teaching

Problem-solving skills are necessary for all strata of life, and none can be better than classroom problem-solving activities. It can be an excellent way to introduce students to problem-solving skills, get them prepped and ready to solve real problems in real-life settings.  

The ability to critically analyze a problem, map out all its elements and then prepare a solution that works is one of the most valuable skills; one must acquire in life. Educating your students about problem-solving techniques from an early age can be facilitated with in-class problem-solving activities. Such efforts encourage cognitive and social development and equip students with the tools they will need to tackle and resolve their lives.  

So, what is  a  problem-solving method of teaching ?

Problem Solving  is the act of defining a problem; determining the cause of the problem; identifying, prioritizing and selecting alternatives for a solution; and implementing a solution. In a problem-solving method, children learn by working on problems. This skill enables the students to learn new knowledge by facing the problems to be solved. It is expected of them to observe, understand, analyze, interpret, find solutions, and perform applications that lead to a holistic understanding of the concept. This method develops scientific process skills. This method helps in developing a brainstorming approach to learning concepts. 

In simple words, problem-solving is an ongoing activity in which we take what we know to discover what we do not know. It involves overcoming obstacles by generating hypotheses, testing those predictions, and arriving at satisfactory solutions. 

The problem-solving method involves three basic functions

• Seeking information
• Generating new knowledge 
• Making decisions 

This post will include key strategies to help you inculcate problem-solving skills in your students. 

First and foremostly, follow the 5-step model of problem-solving presented by Wood

Woods' problem-solving model

Identify the problem .

Allow your students to identify the system under study by interpreting the information provided in the problem statement. Then, prepare a list of what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it. Once you have a list of known problems, identifying the unknown(s) becomes simpler. The unknown one is usually the answer to the problem; however, there may be other unknowns. Make sure that your students have a clear understanding of what they are expected to find. 

While teaching problem solving, it is very important to have students know how to select, interpret, and use units and symbols. Emphasize the use of units and symbols whenever appropriate. Develop a habit of using appropriate units and symbols yourself at all times. Teach your students to look for the words only and neglect or assume to help identify the constraints. 

Furthermore, help students consider from the beginning what a logical type of answer would be. What characteristics will it possess?  

Think about it

Use the next stage to ponder the identified problem. Ideally, students will develop an imaginary image of the problem at hand during this stage. They need to determine the required background knowledge from illustrations, examples and problems covered in the course and collect pertinent information such as conversion factors, constants, and tables needed to solve the problem. 

Plan a solution

Often, the type of problem will determine the type of solution. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards. 

Help your students choose the best strategy by reminding them again what they must find or calculate. 

Carry out the plan

Now that the major part of problem-solving has been done start executing the solution. There are possibilities that a plan may not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying. 

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions: 

•  Does the answer make sense? 
•  Does it fit with the criteria established in step 1? 
•  Did I answer the question(s)? 
•  What did I learn by doing this? 
•  Could I have done the problem another way?  

Other tips include

Ask open-ended questions.

When a student seeks help, you might be willing to give them the answer they are looking for so you can both move on. But what is recommend is that instead of giving answers promptly, try using open-ended questions and prompts. For example: ask What do you think will happen if..? Why do you think so? What would you do if you get into such situations? Etc. 

Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset. Getting an 'incorrect' response does not have to be a bad thing! What matters most is what they have done to achieve it and how they might change their approach next time. As a teacher, you can help students learn the process of reflection. 

Model The Strategies

As children learn creative problem-solving techniques, there will probably be times when they will be frustrated or uncertain. Here are just a few simple ways to model what creative problem-solving looks like and sounds like. 

• Ask questions in case you don't understand anything.
• Admit to not knowing the right answer.
• Discuss the many possible outcomes of different situations. 
• Verbalize what you feel when you come across a problem.
• Practising these strategies with your students will help create an environment where struggle, failure and growth are celebrated!

Encourage Grappling

Grappling is not confined to perseverance! This includes critical thinking, asking questions, observing evidence, asking more questions, formulating hypotheses and building a deep understanding of a problem. 

There are numerous ways to provide opportunities for students to struggle. All that includes the engineering design process is right! Examples include: 

• Engineering or creative projects
• Design-thinking challenges
• Informatics projects
• Science experiments

Make problem resolution relevant to the lives of your students

Limiting problem solving to class is a bad idea. This will affect students later in life because problem-solving is an essential part of human life, and we have had a chance to look at it from a mathematical perspective. Such problems are relevant to us, and they are not things that we are supposed to remember or learn but to put into practice in real life. These are things from which we can take very significant life lessons and apply them later in life. 

What's your strategy? How do you teach Problem-Solving to your students? Do let us know in the comments. 

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Problem-Based Learning and Prospective Teachers: Implications for Problem Solving and Practice

• Christina De Simone University of Ottawa Author

The author examines using problem-based learning (PBL) to guide preservice teachers' problem-solving abilities. Two classes of preservice teachers were divided into either an experimental group, who were taught to solve classroom problems using PBL, or a control group, who used traditional teaching methods such as discussion and videoclips of classroom situations for solving problems. The dependent measure was participants' analyses of problem cases. She found the PBL participants to be more capable of using concepts and principles to support their solutions, more critical of their solutions, and more able to generate feasible solutions than those in the control group. The challenges she encountered with PBL and recommendations for overcoming them in future studies are also discussed.

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Journal on Excellence in College Teaching Center for Teaching Excellence Miami University 317 Laws Hall Oxford, Ohio 45056

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• Open access
• Published: 19 April 2024

Impact of virtual problem-based learning of cardiopulmonary resuscitation on fourth-year nursing students’ satisfaction and performance: a quasi-experimental study

• Seyedeh Nayereh Falahan 1 ,
• Edris Habibi 2 ,
• Naser Kamyari 3 &
• Vahid Yousofvand   ORCID: orcid.org/0000-0002-2958-0681 4  

BMC Medical Education volume  24 , Article number:  425 ( 2024 ) Cite this article

Metrics details

Regarding competency of nursing students in cardiopulmonary resuscitation (CPR), nursing students frequently exhibit inadequate performance and low satisfaction levels regarding CPR training methods. The problem-based learning (PBL) method, characterized by a constructivist approach, has been underutilized for CPR training, particularly in a virtual format. Hence, this study aims to assess the influence of virtual problem-based learning in cardiopulmonary resuscitation on the satisfaction and performance of fourth-year nursing students.

This quasi-experimental study, conducted in 2022, involved 80 final-year nursing students from Hamadan University of Medical Sciences, Iran. The participants were randomly assigned to either the experimental group ( N  = 40) or the control group ( N  = 40). The experimental group was further divided into six smaller groups on WhatsApp. Both groups initially received routine training sessions, after which the experimental group engaged in four problem-based learning sessions across three different scenarios. Data collection included demographic information, a teaching satisfaction questionnaire, and cardiopulmonary resuscitation checklists administered immediately and one month after the intervention.

The study was initiated and concluded with 80 participants. The study commenced with no significant disparity in the mean scores of cardiopulmonary resuscitation performance, encompassing chest compressions ( P  = 0.451) and airway management ( P  = 0.378), as well as teaching satisfaction ( p  = 0.115) among the nursing students between the experimental and control groups. However, subsequent to the intervention, both immediately and one month later, the experimental group displayed notable enhancements in mean scores for cardiopulmonary resuscitation performance, comprising chest compressions ( p  < 0.001) and airway management ( p  < 0.001), as well as teaching satisfaction ( p  < 0.001) compared to the control group.

Based on the study’s findings, it is recommended that nursing educators implement this approach in their teaching practices.

Peer Review reports

Cardiopulmonary arrest, being a life-threatening condition, demands prompt interventions from healthcare professionals, particularly nurses, to safeguard lives and avert irreversible harm to vital organs [ 1 ]. Consequently, nurses and nursing students must possess the competence to initiate and execute effective cardiopulmonary resuscitation (CPR) at the onset of their nursing careers [ 2 ]. Despite this imperative, various studies have documented suboptimal CPR performance [ 3 , 4 , 5 ]. Liou et al. additionally noted that nursing students frequently encounter challenges and difficulties in comprehending the educational content and mastering the clinical skills associated with cardiopulmonary resuscitation [ 6 ].

Spinelli et al.‘s investigation revealed inadequacies not only among nursing students but also among nursing staff and medical personnel concerning CPR training and knowledge, indicating a notable gap in this domain [ 7 ]. Furthermore, Nasr-Esfahani et al.‘s study underscored suboptimal performance levels among nursing students in correctly executing cardiopulmonary resuscitation [ 8 ]. Another study evaluating the knowledge and proficiency of nursing students in adhering to standard cardiopulmonary resuscitation protocols reported exceptionally low levels of competence [ 9 ]. Some research attributes nursing students’ deficient competence and subpar performance in accurately conducting cardiopulmonary resuscitation to insufficient training and the dissatisfaction of nursing students with the teaching methodology [ 10 , 11 ].

A study conducted in Iran indicated that students’ express dissatisfaction with the traditional, teacher-centered approach to CPR education [ 12 ]. Similarly, another study found that graduate nurses exhibited lower satisfaction levels with conventional cardiopulmonary resuscitation instruction compared to an electronic delivery method [ 13 ]. It was suggested in a study that the dissatisfaction among medical or nursing students in CPR training groups might be attributed to the high number of participants, highlighting the potential benefits of smaller group sizes [ 14 ]. In a qualitative study, nursing students emphasized the importance of smaller groups, particularly during the COVID-19 pandemic, to allow teachers to allocate more time for individualized instruction with each student [ 15 ]. Thus, for the effective achievement of CPR objectives aimed at saving lives, it is advisable to educate nursing students in smaller groups, enabling instructors to correct mistakes and provide personalized feedback on performance [ 16 ].

In the study conducted by Nabecker et al., it was suggested that reducing the size of training groups, particularly during the initial sessions of basic life support, may enhance trainers’ proficiency in detecting performance errors [ 17 ]. Furthermore, a qualitative inquiry by Dziurka et al. revealed that a significant proportion of nursing students expressed discontent with the pedagogical approach of solely imparting theoretical knowledge, particularly its teacher-centered nature. They tend to have opportunities to utilize various instructional methods to enhance nursing skills and performance throughout their academic trajectory [ 15 ].

Numerous studies indicate that over time, the knowledge and performance of nursing students, as well as nursing graduates, tend to decline [ 18 ]. To uphold patient safety and enhance students’ self-confidence in executing clinical procedures such as CPR, it is imperative for university professors to deliver accurate training in clinical skills through innovative teaching methods [ 19 ]. Despite the critical importance of CPR training, insufficient attention has been directed toward employing engaging and suitable instructional techniques. Consequently, the current imperative extends beyond merely expanding cardiopulmonary resuscitation training; rather, it underscores the paramount need to enhance the quality of this training [ 20 ].

It is crucial to acknowledge that while all forms of training contribute to learning, the depth and sustainability of learning may vary across different training methods [ 21 ]. Various studies have scrutinized educational approaches aimed at enhancing the quality of CPR training. These approaches encompass both direct and indirect methods, including workshops, lectures, videos, brochures, pamphlets, e-learning, and multimedia software [ 9 ].

Presently, lectures represent a prevalent method for CPR training in Iran; however, achieving comprehensive and effective training to enhance the quality of instruction necessitates the incorporation of additional complementary methods [ 22 ]. Even brief training sessions conducted in clinical skill centers fall short of providing a comprehensive grasp of all pertinent skills. There remains a dearth of knowledge remains regarding the optimal teaching methods for imparting this critical and essential skill [ 23 ].

On the other hand, certain studies argue that acquiring and applying CPR-related training for nursing students necessitates engaging in a problem-solving process through critical thinking [ 6 ]. Despite nursing curricula placing emphasis on fostering critical thinking skills in nursing students and graduates, findings from previous studies in Iran indicate varying levels of competence in these skills, ranging from weak to moderate, among nursing students and nurses [ 24 ]. Nevertheless, a study conducted in Malaysia reported a high level of critical thinking among nursing students [ 25 ]. Ahmady and colleagues attributed the consequences of poor critical thinking skills and the inability of nursing students to solve problems to a widening gap between theory and practice, a deficiency in timely decision-making, and suboptimal clinical reasoning [ 26 ].

Thus, nursing students are encouraged to employ problem-solving and critical thinking strategies to unravel intricate solutions to complex issues such as CPR [ 27 ]. In this context, considerable attention has been directed towards problem-based learning (PBL), anticipating its role in enhancing students’ critical thinking skills for competent CPR performance and increased satisfaction in learning it [ 28 ]. Problem-based learning is an educational approach that shifts the teacher’s role to a more student-centered dynamic, grounded in self-directed learning principles [ 29 ].

According to Ghani et al., PBL emphasizes learning behaviors conducive to critical thinking, problem-solving, communication, and collaborative skills in student preparation. The study by Ghani et al. identified internal empowerment, delegation, and performance skills as three pivotal elements effective in attaining learning outcomes through PBL [ 30 ]. A comprehensive review indicated that PBL is an effective and gratifying method in medical education, suggesting that medical students, through PBL, acquire not only knowledge but also essential competencies requisite for the medical profession [ 29 ]. Prior research has demonstrated that students instructed through PBL exhibit superior problem-solving abilities compared to those receiving traditional lectures [ 31 ].

Perdana et al.‘s study found the problem-solving method to be more effective in enhancing students’ digital literacy than the online laboratory simulation method with concept maps [ 32 ]. Another study concluded that PBL more effectively promotes nursing students’ progress and academic motivation compared to the lecture method [ 33 ]. However, a singular study posited that the PBL approach in first-year medical students did not significantly enhance critical thinking/knowledge, problem-solving, and self-direction compared to conventional teaching methods [ 34 ].

Simultaneously, the surge in communication facilities and equipment has propelled the popularity of online learning and virtual technologies in education [ 35 ]. Leveraging modern technologies, including virtual space, is imperative in the practical training of nursing students. This utilization aims to equip students with the skills to navigate challenging and novel situations, foster decision-making proficiency, and enhance problem-solving capabilities [ 15 ]. A study conducted in Indonesia demonstrated that the implementation of the problem-based learning model through electronic learning media resulted in improved learning outcomes, coupled with high satisfaction levels among students [ 36 ]. In a study by Aslan et al., participants engaged in live online classes using the PBL approach exhibited elevated levels of learning achievement, problem-solving skills, and direct interaction during online sessions. Nevertheless, no significant difference was observed in the communication skills of the groups [ 37 ].

In Iran, several studies have revealed that a majority of nursing educators predominantly employ content-based educational methods and exhibit a preference for a formal educational setting characterized by limited student participation [ 38 , 39 ]. Given that Iranian nursing students have demonstrated subpar and moderate performance levels in prior investigations, coupled with their low satisfaction with CPR training methods, and considering that PBL, a constructivist approach, has been underutilized for CPR training, the current study seeks to assess the impact of a virtual problem-based learning (PBL) approach of cardiopulmonary resuscitation on the satisfaction and performance of fourth-year nursing students.

Design and setting

This pre-post-test quasi-experimental study was undertaken at the School of Nursing and Midwifery, Hamadan University of Medical Sciences, between February 2021 and June 2022. The study sample comprised 80 fourth-year nursing students enrolled in semesters seven and eight.

Participants and sampling

The sample size for the current study was determined in accordance with a precedent study [ 40 ], considering a confidence level of 95%, a test power of 80%, an effect size of 0.69, and factoring in a potential attrition rate of 18%. As a result, a total of 80 participants, with 40 individuals allocated to each group, were deemed sufficient for the study.

Following the inclusion criteria, 80 fourth-year students were selected for the study and then randomly assigned to either the experimental group ( N  = 40) or the control group ( N  = 40). Both groups were evenly distributed with a mix of 7th and 8th semester nursing students (fourth year) (Fig.  1 ). The experimental group was further divided into six subgroups using a random number table in WhatsApp. Similarly, the control group was also organized into a WhatsApp group. It is important to note that all study participants had received routine CPR training during their sixth academic semester.

The inclusion criteria for this study required participants to have successfully completed the cardiopulmonary resuscitation course as outlined in the academic curriculum, and not to have taken additional CPR courses from external organizations outside of the nursing and midwifery faculty. The exclusion criteria encompassed being absent for more than one training session and failing to complete the questionnaire. Prior to participation in the study, written informed consent was obtained from the students, with a total of 80 nursing students ultimately taking part in the research (comprising fifty 8th-semester students and sixty 7th-semester students).

CONSORT diagram

Tools and measurements

Demographic information form.

The demographic information form included age, gender, marital status, student employment history, time spent in the student workplace, student workplace department, and cardiopulmonary resuscitation experience. In terms of face validity, ten Hamadan Nursing and Midwifery Faculty members reviewed and approved this form.

Teaching satisfaction for nursing student’s questionnaire

The questionnaire utilized in this study was developed by Borim Nejad et al. (2015) through an extensive literature review, examination of other satisfaction questionnaires, and consultations with academic experts. Comprising 16 items on a 3-point Likert scale (completely = 3, somewhat = 2, not at all = 1), the questionnaire assesses aspects such as increased interest in the subject and the application of gained knowledge and skills in communication. Scores on this questionnaire range from 16 to 48, with a higher score indicating greater satisfaction. Student satisfaction levels with teaching are categorized into three tiers: low (scores between 0 and 16), medium (16–32), and high (scores above 32). The validity of the questionnaire was established through input from 15 specialists, resulting in necessary adjustments for form and content. The content validity index (CVI), calculated based on Waltz and Basel standards, was determined to be 0.85. Reliability was assessed using the test-retest method, with a reported correlation of 0.90 [ 41 ]. In the current study, the internal consistency of the questionnaire was found to be 0.93, indicating a high level of reliability.

In this study, the final-year nursing students had previously received cardiopulmonary resuscitation (CPR) training in the emergency department during the preceding semester as part of their curriculum, utilizing a teacher-centered approach. Their satisfaction with this teaching method was assessed before the intervention. Following the implementation of the intervention, their satisfaction with teaching, particularly in comparison to the Problem-Based Learning (PBL) method, was evaluated. Some of the questions pertaining to teaching satisfaction in the questionnaire are provided below:

I found this teaching method enjoyable.

This method adequately addressed my information needs.

The knowledge and skills acquired through this method are applicable to my profession.

I believe my performance improved with this method.

Learning occurred more efficiently with this method.

I perceive learning to be more effective with this approach.

This method enhanced my motivation to learn.

I found the subject matter more engaging with this approach.

This method contributed to the enhancement of my clinical judgment.

Overall, I am satisfied with this teaching method.

I would recommend implementing this method in other educational settings.

Cardiopulmonary resuscitation procedure checklist

The Ministry of Health of Iran has presented a standardized 20-item scale for evaluating the competency of nursing students in cardiopulmonary resuscitation. This scale comprises ten inquiries pertaining to cardiac massage techniques and ten inquiries concerning airway management during adult resuscitation. Each item is evaluated using a three-point Likert scale, with options for weak = 1, moderate = 2, and good = 3. The cumulative score for each section is determined by adding together the individual item scores. The performance of nursing students in each section is classified into three tiers: inadequate (scores between 0 and 10), moderate (11–20), and proficient (21–30).

Before and after the intervention, the performance of students in cardiopulmonary resuscitation (CPR), covering chest compressions and airway management, was evaluated by two assessors. The assessment panel comprised an instructor with a medical-surgical nursing degree, 17 years of experience in the emergency department, and a PhD student in medical-surgical nursing with five years of experience in emergency and intensive care units. Evaluations were conducted both concurrently and separately. In cases where both assessors reached a consensus on the assigned grades for the students, the same grade was recorded. If a discrepancy arose between the two assessors, the opinion of a third assessor, a PhD holder in emergency nursing with 25 years of experience, was solicited. Subsequently, all three assessors reached a consensus, and grades were allocated to the students accordingly. The evaluation took place in the Faculty of Nursing and Midwifery simulation lab, utilizing pre-prepared mannequins.

Intervention

Prior to the intervention, both the experimental and control groups completed a demographic information form and the Satisfaction teaching for nursing students’ questionnaire. Additionally, an observational cardiopulmonary resuscitation practical test was conducted as a pre-test to complete the cardiopulmonary resuscitation checklist.

Subsequently, as an initial session, both the control and experimental groups received identical educational content via WhatsApp, including voice slides, educational videos, and questions. Twenty participants from each group were selected based on random numbers and were questioned to ensure their comprehension of the training content. Those who required further understanding of the educational content were provided with additional instruction after one or two days and were subsequently questioned about it.

The intervention consisted of four sessions, each lasting one hour per week. The first intervention session was uniform for both groups. However, from the second session onwards, the control group did not receive any further training. In contrast, the remaining three sessions for the experimental group focused on problem-based learning. During these sessions, students utilized PDF files to implement the ESI triage manual, 4th edition, to three scenarios [ 42 ]. At each session, researchers presented a scenario along with necessary explanations. Subsequently, students asked questions to clarify any ambiguities and received appropriate answers. Following receipt of the scenario, students were required to study it carefully during the week and solve it based on the steps described in Table  1 .

In the initial session, a hypothetical scenario was presented involving a 65-year-old male patient diagnosed with asystole, with a medical history including myocardial infarction and diabetes. The students were tasked with mentally placing themselves in the clinical setting and initiating the initial steps of cardiopulmonary resuscitation (CPR) while providing the rationale for their actions. Subsequently, they were required to continue CPR and provide ongoing care during and after resuscitation efforts. Initially, one of the researchers provided a comprehensive case overview.

Following this, students were instructed to review the latest Cardiopulmonary Resuscitation Guidelines (2020) provided by the researchers in group settings, and then apply the steps outlined in the problem-based learning (PBL) approach. The researchers monitored each group’s progress, offering guidance when necessary, and facilitated group discussions to analyze the scenario comprehensively. Prior training had been provided to the students on how to effectively analyze CPR-related problems, considering various dimensions such as their responsibilities in the situation, necessary actions, potential risks to the patient, composition of the resuscitation team, required resources, and possible further interventions.

Students were encouraged to identify and discuss any uncertainties or ambiguities within the scenario, providing justification and rationale for their perspectives. In subsequent stages, students were prompted to share both correct and incorrect responses within their groups without judgment. All steps outlined in Table  1 were sequentially implemented. At the conclusion of each session, students and researchers collectively reviewed the PBL process, and each group presented their final conclusions. The resources available to students included CPR guidelines for different scenarios, PDF files containing the Emergency Severity Index (ESI) triage manual (4th edition), and guidance from the researchers. Subsequent sessions aimed to increase the level of challenge by presenting more complex scenarios to the students.

Data collection methods

At the outset (pre-test), immediately following the intervention (post-test 1), and one month thereafter (post-test 2), the nursing students were tasked with completing a demographic information form and a teaching satisfaction questionnaire. Furthermore, the researchers administered a cardiopulmonary resuscitation performance checklist in a practical setting. Both the experimental and control groups were requested to complete the teaching satisfaction questionnaire immediately and one month after the intervention at the designated location within the nursing school. Following the practical examination of cardiopulmonary resuscitation, the researchers conducted an assessment of the students’ performance in this course. Adhering to research ethics, the material presented to the experimental group was also made available to the control group upon conclusion of the study.

Data analysis

Upon completion of data collection, statistical analysis was conducted using SPSS version 22. Descriptive statistics, including mean, standard deviation, frequency, and percentage, were used to describe the data. The normality of the data was assessed using the Kolmogorov-Smirnov and Shapiro-Wilk tests. Subsequently, independent t-tests, chi-square tests, Fisher’s exact tests, repeated measures ANOVA, and Bonferroni’s post hoc tests were employed for data analysis. The significance level for this study was set at 0.05.

Ethical considerations

The current study received approval from the Ethics Committee of Hamadan University of Medical Sciences (ethical code: IR.UMSHA.REC.1400.884). Prior to commencing the research, the researchers provided a detailed explanation of the study objectives to the participants. Subsequently, written informed consent was obtained from the students in order for them to participate in the study and for the results to be published. Furthermore, the researchers assured the participants that all information provided would be kept confidential and emphasized their right to withdraw from the study at any point.

The baseline analysis of socio-demographic characteristics revealed that there were no significant differences between the experimental and control groups, indicating homogeneity (Table  2 ).

Prior to the intervention, the performance of fourth-year nursing students in chest compression and airway management was found to be moderate to weak, as indicated by mean scores of 11.93 (SD = 1.11) and 10.95 (SD = 1.10) in the experimental group, and 11.73 (SD = 1.24) and 10.75 (SD = 0.89) in the control group, respectively. There were no significant differences between the groups at baseline ( P  = 0.451 for chest compression and P  = 0.378 for airway management). However, immediately and one month after the intervention, significant differences were observed between the groups ( P  < 0.001). Additionally, the experimental group showed a significant improvement in performance scores from baseline to one month after the intervention ( p  < 0.001), while the control group did not show significant improvement ( P  > 0.05) (Table  3 ).

Teaching satisfaction among fourth-year nursing students was moderate before the intervention, with mean scores of 19.83 (SD = 4.29) in the experimental group and 18.63 (SD = 2.07) in the control group. There was no significant difference between the groups before the intervention ( p  = 0.115). However, significant differences were observed between the groups immediately and one month after the intervention ( p  < 0.001). The mean teaching satisfaction scores of nursing students in the experimental group significantly improved from baseline to one month after the intervention ( p  < 0.001), while no significant differences were observed for the control group ( p  = 0.175) (Table  4 ).

The present study assessed the impact of problem-based learning virtual training on cardiopulmonary resuscitation on the teaching satisfaction and performance of fourth-year nursing students. Prior to the intervention, there were no significant differences in the mean scores of chest compression and airway management in cardiopulmonary resuscitation between the experimental and control groups, indicating that students had a moderate to weak skill level in this area. This may be attributed to the limited education provided before graduation, as well as the need for access to recognized instructional resources from international organizations and institutes that evaluate these principles.

However, this study’s results demonstrated a significant difference between groups immediately after the intervention and one month afterward. Additionally, the experimental group’s mean performance scores in chest compression and airway management increased from baseline to one month after the intervention. Therefore, problem-based learning virtual education courses on cardiopulmonary resuscitation effectively improve nursing students’ performance.

Aligned with our study, Habibli et al. demonstrated that nursing students exhibited significantly higher performance scores immediately after the intervention and at a three-month follow-up compared to the control group, indicating that simulation-based training enhanced the proficiency of nursing students in Basic Life Support-Cardiopulmonary Resuscitation (BLS-CPR) [ 43 ]. Similarly, Ren et al.‘s investigation corroborated our findings by illustrating that Problem-Based Learning (PBL) modules yielded more effective medical education outcomes across various medical science specialties, fostering both theoretical knowledge and practical skills compared to traditional lecture-based approaches. Participants receiving PBL reported more positive feedback and satisfaction than those exposed to conventional methods [ 44 ].

Echoing our research, Hazrati et al.‘s comprehensive review highlighted the efficacy of PBL in Iranian medical education, showcasing its role in enhancing student performance, fostering critical thinking, and garnering student satisfaction [ 45 ]. Additionally, Towfik et al. demonstrated the significant impact of problem-based learning on strengthening critical thinking skills, clinical satisfaction, academic progress, and course learning achievements (skills and values) among nursing students [ 46 ]. GU Deng-yu et al.‘s study further supported the benefits of problem-based learning, particularly in conjunction with case-based learning, for improving performance and clinical practice skills among nurse anesthesia trainees compared to lecture-based learning [ 47 ].

Park et al.‘s investigation aimed to assess the educational effects of a blended e-learning program for nursing graduate students on self-efficacy, problem-solving, and psychomotor skills for core nursing skills. Their results indicated that participants who underwent combined e-learning experienced enhancements in problem-solving abilities and self-efficacy related to nursing performance, particularly in cardiopulmonary resuscitation and defibrillation. Although most psychomotor skills demonstrated excellent post-intervention performance rates ranging from 80 to 90%, certain aspects such as chest compression location, compression rate per minute, artificial respiration, and patient outcome verification still exhibited lower performance levels [ 48 ].

Baccin et al. found that PBL education through mobile phones has been shown to enhance nursing students’ knowledge of diagnosing and taking timely action at the patient’s bedside. The authors also emphasized that using PBL through mobile phones could serve as a valuable learning strategy for nurses, and suggested that nursing students should be actively involved in this process [ 49 ]. Several other studies have highlighted that nursing students can access clinical opportunities and educational topics via mobile phones, with many nurses and nursing students reporting a positive and progressive impact on their knowledge acquisition process [ 33 , 36 , 37 , 50 ].

Additionally, Lee et al. demonstrated that simulation problem-based learning can enhance nursing students’ communication attitudes, suggesting its potential for application in clinical practice to improve communication attitudes and facilitate the application of learned knowledge to simulated nursing situations through experiential learning [ 51 ]. The utilization of mobile phone capabilities and communication applications has the potential to enhance nursing education beyond traditional settings such as the university and the patient’s bedside [ 52 , 53 ]. Furthermore, problem-based learning (PBL) methods have been shown to improve students’ abilities in analyzing information, critical thinking, and problem-solving skills [ 30 ].

The findings of the current study contrast with those of Kang et al.‘s study, “The Effect of Virtual Education on Nursing Students’ Learning in Caring for Children with Asthma,” which found that virtual education did not significantly improve students’ knowledge. It appears that simply preparing and sending educational materials may not be sufficient to enhance the knowledge of the research sample. The current study suggests that incorporating online simulated or face-to-face courses, as well as the opportunity for live participation and discussion, leads to greater participant satisfaction due to the convenience and unrestricted access to content [ 54 ]. Additionally, Manuaba et al.‘s study demonstrated that problem-based learning (PBL) is not effective at enhancing critical thinking, problem-solving, and self-direction among first-year medical students [ 34 ]. Meanwhile, Mendel et al.‘s research at the Washburn School of Nursing in the USA concluded that virtual education has a minimal impact on reducing moral distress in neonatal intensive care unit nurses, whereas face-to-face meetings related to palliative care for infants reduced moral distress among nurses in neonatal intensive care units. The author suggests that palliative care meetings in the final stages of life may alleviate some of these distresses [ 55 ]. These studies collectively indicate that a primary obstacle to raising awareness of virtual training courses is inadequate follow-up and participants’ need for more focus on the content of the training sessions.

Prior to the intervention, fourth-year nursing students expressed a moderate level of satisfaction with the teaching of cardiopulmonary resuscitation. Following the intervention, the mean scores of teaching satisfaction among fourth-year students in the experimental group showed a significant increase from baseline to one-month post-intervention in comparison to the control group. Thus, the findings of the study suggest that virtual education utilizing problem-based learning (PBL) for cardiopulmonary resuscitation courses had a positive impact on students’ satisfaction with the teaching.

In alignment with our research, Jannah et al.‘s findings revealed that approximately two-thirds of nursing students expressed satisfaction with the Problem-Based Learning (PBL) approach and its instructional methodology [ 56 ]. Similarly, Forouzan Jahromi et al. demonstrated that nursing students reported significantly higher levels of learning satisfaction when engaged in problem-based learning than outcome-based learning, particularly within the intensive care unit setting [ 57 ]. Tadesse et al.‘s study further supported these results by indicating higher academic satisfaction among students in problem-based learning programs than lecture-based learning environments [ 58 ]. Additionally, González Hernando et al. observed a positive reception to PBL, with 78% of students expressing a preference for this method post-implementation. Following active engagement in PBL, students demonstrated heightened motivation and satisfaction across educational content, instructional methods, the learning process, instructor involvement, and student roles [ 59 ].

Moreover, Son’s study underscored the efficacy of integrating simulator programs with PBL as a strategy to enhance clinical reasoning abilities and foster learning satisfaction among nursing students [ 60 ]. Consistent with our investigation, a comprehensive review by Hazrati et al. highlighted the advantageous impact of PBL on increasing teaching satisfaction in medical education within Iran [ 45 ]. Furthermore, GU Deng-yu et al.‘s research indicated that students in the intervention group, exposed to a combination of problem-based learning and case-based learning, exhibited higher overall satisfaction, greater acceptance of the teaching model, and superior knowledge mastery compared to those in the control group receiving lecture-based instruction [ 47 ].

In their study, Berger et al. found that nursing students exhibited higher levels of satisfaction with teaching when utilizing mobile phones and PBL methods compared to traditional teaching approaches. They recommended the use of mobile phones and PBL to enhance student satisfaction [ 61 ]. Similarly, Trullàs et al. reported that the PBL method resulted in high levels of teaching satisfaction among nursing and medical students [ 29 ]. Furthermore, Xing et al. demonstrated that CPBL and SBAR improved nursing students’ problem-solving and critical thinking abilities, with both students and teachers expressing satisfaction with the new teaching method [ 62 ]. Sangestani et al. also observed increased satisfaction among midwifery students when utilizing the PBL method [ 63 ]. Lastly, Sharma’s research indicated that PBL increased nursing students’ self-efficacy and improved learning outcomes [ 64 ].

However, Jannah et al.‘s study highlights that despite nursing students’ satisfaction with the teaching method, several challenges persist within the learning process. For instance, students express concerns regarding inadequate time to fully comprehend the subject matter. Additionally, when learning topics involve practical field-related facts, students may exhibit reluctance to engage in discussions. Moreover, there are limitations in learning resources, indicating a need for effective management of e-learning tools and regulation of students’ access to ensure the availability of pertinent learning materials for sharing among peers [ 56 ].

The findings of this study underscore the potential of modern, learner-centered teaching methods, exemplified by Problem-Based Learning (PBL), to supplant traditional teacher-centered approaches in nursing education. PBL emerges as a transformative pedagogical strategy that not only enhances nurses’ preparedness for skills and behavioral challenges but also empowers students to attain diverse educational objectives through the integration of mobile technology and social media. Consequently, it is recommended that future research endeavors capitalize on the implications of employing PBL within the educational landscape, contributing to the advancement of educational methodologies. Furthermore, it is advisable to conduct additional research to comprehensively elucidate the impact of the PBL teaching method on nursing students’ teaching satisfaction and performance.

Limitations

In the present study, there is a potential limitation regarding the participants’ comprehensive understanding of the training content. To address this limitation, a random selection of 20 students from both the experimental and control groups was made, and they were assessed through a series of questions related to the educational content. Subsequently, the training content was reviewed with those who did not fully comprehend it, and after a few days, they were re-evaluated through a question-answer session. Another limitation of this study pertains to the need for follow-up on nursing students’ performance and satisfaction post-intervention. Therefore, it is recommended that future research includes observations of nursing students at the patient’s bedside during cardiopulmonary resuscitation to strengthen this innovative learning method further. Furthermore, additional research is necessary to fully understand the impact of the PBL education method on nursing student performance.

The present study’s findings suggest that PBL virtual training can effectively maintain CPR skills and enhance teaching satisfaction among nursing students. As such, it is recommended that nursing educators consider incorporating this educational approach to enhance knowledge and satisfaction levels among their students.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available due to keeping participants’ information confidential but are available from the corresponding author at reasonable request.

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Acknowledgements

This article is the result of a research project approved by Hamadan University of Medical Sciences (project number: 14010123244, ethics code: IR.UMSHA.REC.1400.884) as a financial provider. This study was conducted with the participation of nursing students, and the researchers wish to express their sincere gratitude to them.

This work was supported by Hamadan University of Medical Sciences (grant number: 14010123244).

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Seyedeh Nayereh Falahan

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Edris Habibi

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Naser Kamyari

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Vahid Yousofvand

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All authors contributed to the study’s conception and design. Study conception and design: S N. F, V. Y, N. K Data collection: S N. F, V. Y, E.H Data analysis and interpretation: N.K Drafting of the article: S N. F, V. Y, E.H Critical revision of the article: S N. F, V. Y, N. K.

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Falahan, S.N., Habibi, E., Kamyari, N. et al. Impact of virtual problem-based learning of cardiopulmonary resuscitation on fourth-year nursing students’ satisfaction and performance: a quasi-experimental study. BMC Med Educ 24 , 425 (2024). https://doi.org/10.1186/s12909-024-05375-5

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Received : 11 November 2023

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Published : 19 April 2024

DOI : https://doi.org/10.1186/s12909-024-05375-5

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Main Article Content

Self-control and self-monitoring behaviour of gifted learners in the mathematical problem-solving process: a case study, gonul yazgan-sag.

In the study reported on here we used a qualitative case study design to examine the self-control and self-monitoring behaviour of gifted  learners in problem-solving processes. We selected 3 gifted secondary learners using the purposeful sampling method. For the  study, each learner completed 10 individual problem-solving sessions. A think-aloud protocol as well as observations and interviews were  used in each problem-solving session. The gifted learners displayed various and intertwined self-control and self-monitoring behaviour to  read, understand, and solve the problems, and to find and verify the answer. They also displayed this behaviour much more  frequently in problems that required using visual drawings and/or had long texts. The gifted learners left or adapted self-control  behaviour when the behaviour did not work for solving mathematical problems. They made decisions regarding self-control behaviour by  means of the self-monitoring process. The participants presented insistent, quick, flexible, and fluent actions for both self-control and  self-monitoring processes. Based on our findings, we propose a portrait of gifted learners’ self-regulative behaviour in the mathematical  problem-solving process. 

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