Classroom Problem Solving: Science

Science is a subject that asks students to investigate and explore. The scientific method is used to solve problems in science class. This includes identifying the problem, observing materials, making a hypothesis, conducting the experiment, analyze the data, and draw a conclusion. Skills needed in science are closely related to skills needed in reading. One of the first steps to the scientific method is to identify the problem. This first step is just as important in science as making predictions when reading text. Both skills prove that students understand the material. Sharing different approaches to a problem is very similar to identifying important and unimportant information in reading. This skill allows students to look at problems through a different perspective (Minnick & Alvermann, 1991).

To understand science, students must be armed with effective problem solving strategies that organize learned information. Research has found that fifth through eighth grade students do not possess basic science skills needed for effective problem solving (Minnick & Alvermann, 1991). Students usually are forced to listen while a teacher lectures and read the textbook themselves (Coleman, 1998). At an early age students must be taught to observe, classify, and describe objects. Science problem solving involves first to examine each proposed problem carefully, share multiple solutions, and eventually reached the desired solution. Teachers must allow students to take the time they need to learn basic science skills and allow frequent practice with hands-on activities and materials (Minnick & Alvermann, 1991). Science teachers have recently promoted more use of student exploration through hands-on activities and computers to help students solve problems. One problem they have discovered in doing so is that students do not spend enough time reflecting upon and collecting data, therefore they may not understand the results they find (Coleman, 1998).

Coleman (1998) conducted a study determining if students’ problem solving skills in science would benefit from explaining each step of different science processes. It was hypothesized that students would retain more of the scientific information and they would then apply it to real world settings. Participants included forty-eight students in the fourth and fifth grades divided into teams. Students were taught a unit about plants use of photosynthesis. During the unit students used numerous problem solving activities. Each lesson began with a ten to twenty minute lecture, followed by a ten to twenty minute group discussion, and then groups were allowed to work together on assignments for ten to twenty minutes. They were also instructed to answer specific questions prompting them for explanations of scientific processes including: explain what you just did in your own words, explain why you think your answer is correct, connect your explanation to the material learned in class using scientific vocabulary, and connect your explanation to real world settings (Coleman, 1998).

Results showed that students benefited from explaining activities completed in class, although during group discussion sometimes one student’s explanation would be accepted by the entire group. Without a teacher prompting discussion, students would just accept one point of view. The most difficult explanation for students was to connect material learned in class to the real world. This is a difficult task for students at this grade level (Coleman, 1998).

Other research suggests different ways to involve writing in science class to improve problem solving. One suggestion is to write problems approached in class in a journal. Have students share in journal writings different ways to approach the problem. As students are writing, the teacher should move around the room and encourage group discussion and check for understanding. Then teachers should have groups share ideas and write them on the board or chart paper (Jablon, 2006). Learning logs can also be used to organize science information and to solve problems. After these are demonstrated, modeled, and practiced they can easily facilitate class discussion. Students divide the log into two columns: one for notes and the other for further questions, suggestions, and connections. Teachers can use these logs to monitor student learning and respond to student questions (Steenson, 2006).

The Thayer Model is another way to aid students’ problem solving skills in science class. The Thayer Model is composed of four stages: identify the problem, identify conditions in which a solution can be found, create solutions for the problem, and finally look at the problem again before repeating the cycle. Each time the cycle is completed students move closer to the best solution to a problem. This model can be used individually or in groups (Fay, 2006).

During the first stage, identify the problem, students are presented with a scenario and asked to identify the problem. The second stage, identify conditions in which a solution can be found, includes investigating safety concerns when conducting an experiment. Students must make sure that all processes involved are safe and legal. The third stage, create solutions for the problem, involves brainstorming of multiple solutions. The fourth stage, look at the problem again, involves asking whether or not the problem can be solved. Then if the problem cannot be solved by proposed means, it may be possible to repeat the cycle. This approach encourages students to investigate real-life problems, apply real world solutions, and actively engage in science investigation (Fay, 2006).