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2.3.3 Problem methods
Problem learning is usually understood as learning that proceeds in the form of removal (resolution) of problem situations consistently created for educational purposes.
The posing of questions, the formulation of contradictions and disagreements , the problematization of knowledge are the same ancient methods of activating learning as the process of learning itself. How does the problem approach differ from traditional approaches? Apparently, the specific weight and place assigned to the problem situation in the structure of educational activity. If in traditional methods a certain amount of knowledge is first stated, and then training tasks are offered to strengthen and consolidate them, then in the second case, the student is confronted with a problem from the very beginning, and knowledge is revealed to them independently or with the help of a teacher. Not from knowledge to problem, but from problem to knowledge is the motto of problem-based learning. And this don't just rearrange the terms. The nature of the thus born knowledge is fundamentally different from the knowledge obtained in finished form. It preserves for itself in a sublimated form the very method of obtaining it, the path of movement towards the truth.
Knowledge gained through problem-based learning has no negative impact on creative thinking, as opposed to knowledge obtained by traditional methods. Moreover, problematic methods directly stimulate the development of creative thinking. In fact, the resolution of a problem situation is always a creative act, the result of which is not only the acquisition of this specific knowledge, but also a positive emotional experience of success , a sense of satisfaction . The desire to experience these feelings again and again leads to the generation of new and the development of existing cognitive motives.
Of course, in order to understand the problem, the student needs to rely on already existing knowledge, which, in turn, could be obtained both by traditional methods and as a result of field education. In the latter case, knowledge contains within itself, as it were, the germs of new knowledge, certain vectors that set directions for its potential development. In this sense, problem-based learning is called developmental . as the student in the course of it not only receives this specific knowledge, but enhances his cognitive abilities and desire for cognitive activity. As L. S. Serzhan notes , a problem situation always contains some new knowledge, in particular, “knowledge about not knowing”, i.e. knowledge of what he does not know. The analysis of this problematic situation should turn it into a problematic task. The transition from one problematic task to another is the essence of problem-based learning.
Problem situations arise when a discrepancy is found between the student's existing knowledge systems and new requirements that this knowledge does not satisfy; if it is necessary to choose one (adequate) of many already existing knowledge systems; when confronted with new conditions for the application of existing knowledge; when a contradiction arises between a theoretically possible way of solving a problem and the practical inexpediency or impossibility of using it.
Rules for creating problem situations:
- the problematic task should precede the explanation of the material to be mastered;
- the performance of a problematic task should cause the student to need acquired knowledge;
- the task should be based on the knowledge and skills that the student already owns;
- the unknown to be discovered must have the form of a general patterns, generalized mode of action, etc.;
- the proposed task should lie in the zone of proximal development student and match their abilities.
The main difficulty in problem-based learning is the selection of problematic tasks that must satisfy the following conditions:
1) should be of interest to the student ;
2) be accessible to his understanding (i.e. rely on existing knowledge);
3) lie in the “zone of proximal development;
4) give subject knowledge in accordance with curricula and programs;
5) develop professional thinking .
The teacher needs to understand well that it is impossible to reduce all teaching methods and all methods to problem ones . This is impossible, firstly, because problem-based learning requires much more time and material costs, and, secondly, because it must be accompanied by generalizing and systematizing lectures. The student is not able to recreate a complete picture of modern scientific knowledge. General guidelines and backbone beginnings for him should be built by the teacher. But one form of teaching should be pointed out, where the problematic method should always occupy a dominant position - this is the scientific and educational research work of students. In all other organizational forms of learning, problematic methods may be present to a greater or lesser extent, depending on many factors, not the least of which is the degree of readiness of the teacher himself to use them in the educational process.
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