Problem Solving: Teachers' Perceptions, Content Area Models, and Interdisciplinary Connections

Abstract

Features of common problem-solving models in mathematics and science, as well as those found in business and industry today, are discussed. Commonalties in the models are used to advance a case for interdisciplinary or integrated instruction in mathematics, science and technology. The Integrated Mathematics, Science and Technology (IMaST) program's problem-solving model is presented as an example of a curriculum project that draws upon the commonalties in the problem-solving models as a basis for a seventh grade integrated curriculum.

Supporting STEM Education in Secondary Science Contexts

“…2 (Fall 2012) this analysis resonate with the issues discussed in the literature (Gallagher et al, 1995;Gordon et al, 2001;Maxwell et al, 2001;Meier et al, 1996;Novak, 1990;Tchudi & Lafer, 1996). Nonetheless, a few physics teachers (2) said that they have been using integrated problems related to physics, engineering, and mathematics in their instruction and were pleased to learn about the problems used in this workshop.…”

“…The lack of adequate instructional materials (e.g., appropriate problems aligned to the curriculum and national standards) adds to the complexity of these challenges. Furthermore, over-reliance on standardized tests and exams to measure students' knowledge limits the effective assessment of students' critical thinking and problem-solving skills (Gordon, Rogers, Comfort, Gavula, & McGee, 2001;Maxwell, Bellisimo, & Mergendoller, 2001;Meier, Hovde, & Meier, 1996). Unfamiliarity with suitable assessment techniques and the difficulty in developing appropriate assessment tools for process-oriented, problembased tasks further exacerbates the problem (Tchudi & Lafer, 1996).…”

Computer-Supported Collaboration

“…Rubinstein (1975) introduced what he called reservation, which simply means looking for multiple possible solutions at the problem understanding stage before finalizing the problem statement and withholding (premature) commitment to any final problem solution, but in other respects his method is standard. Other methods include those by Stepien, Gallagher, and Workman (1993), Etter's (1995), Meier, Hovde andMeier (1996), andHartman (1996) who presented models that followed the basic lines laid out by Polya without significant change.…”

Issues in Implementing a Structured Problem-based Learning Strategy in a Volcano Unit: A Case Study

“…Teachers_ deep-rooted values and personal theories often lead them not to respond to new approaches (Aikenhead, 2003;Cuban, 1986). Other barriers include external factors such as curriculum pressure to cover all the contents, the paucity of materials, and the lack of teacher education programs (Gallagher et al, 1995;Meier et al, 1996). And the PBL strategy is usually very labor-, time-, and resource-intensive (Burruss, 1999).…”