Learning Technique Number One: Problem Solving

3.

Utilization of Five Learning Techniques:

Technique:

Problem Solving

Process:

· Historically:

When reflecting upon the history of problem solving, humans have been solving scenerios from the beginning of their existence, usually by trial and error. However, humans never understood or comprehended their solving of scenerios until scientists in the 1930s recognized and developed what is now the scientific method. Throughout its history, the scientific method has often been viewed mainly as a method for scientists and may be considered the most important tool when problem solving. Relatively simple experiments were used in order to fully understand the scientific method so that individuals could understand this form of analyzation. After about a decade of simple experiments, problem solving, especially in the 1960s and 1970s, became extremely popular to the entire wolrd because problem solving had clearly defined solutions, which could be solved in a resonable amount of time, and researchers could trace participants' problem-solving steps to better help them.

One of the impressive examples of problem solving was demonstrated by Herbert Simon and Allen Newell. Simon was a contributor the field of artificial intelligence, creating with Allen Newell programs such as the Logic Theory Machine in 1956 and the General Problem Solver (GPS) in 1957. GPS was the first method of utilizing problem solving strategy from information.

· Purpose of Strategy:

Problem solving is one of the ways to determine the solution of particular problem. Problem Solving involves first finding the problem and, after, create step-by-step explanations in order to find the solution of the problem. This idea of problem solving cannot only help students learn neuroscience, but also help teachers explain neuroscience to their students in an effective manner.

Two important aspects of problem solving when talking about neuroscience include flexibility and open-mindedness. In order for a person to gain good problem solving skills, he or she will be required to understand the problem and create a useful plan to solve the problem. As the person works through the difficulties of problem solving, he or she is also understanding and anlyzing neuroscience lessons. It is important to consider the problems of each topic. This will better prepare someone to have the ability to make well-informed, yet creative solving techniques to the problems that one may experience in life.

To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with any topic. Problem solving gives psychology students more motivation and challenge.

Effectiveness:

Problem solving is a skill to have and a process to remember. It is a tool because it can help a person solve an immediate problem or to achieve a goal. In addition, problem solving is a skill because once someone has learned the process, he or she can use it repeatedly, like the ability to ride a bicycle. Problem solving is also an organized process because it involves taking a number of steps, which will make students understand the topic of neuroscience even better. The first thing that all psychology students should know and understand is that all problems, no matter the complication, have solutions. One, through problem solving, needs to teach the mind that every challenge that one faces has a solution. The person is increasing the mind’s ability to be analytical in determining the solution to those problems.

When one seems to have a problem in their analytical stage, one can follow the problem solving process to help. Every time one uses a problem solving process, one is increasing problem solving skills.

Beneficial to Neuroscience Studies:

Problem solving places the focus on the student making logic of neuroscience ideas. This learning technique also encourages students to gain confidence in their ability to think scientifically. The students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides current assessment information that can help teachers make instructional decisions to help the students better understand neuroscience. Problem solving allows students to extend their ideas in order to challenge their greater knowledge and understanding.

Problem solving allows students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students the motivation that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve success in psychology.

4.

Analysis of Use:

The Experiment for Problem Solving:

At the start of the experiment, I had six people in a learning group. These six people included my neighbors, the Lacey's (Alison (47 yrs.), Andy (50 yrs.), Brad (22 yrs.), and Brianne (21 yrs.) along with the Abraham's (Jimmy (11 yrs.) and Nicole (9 yrs.). These six people were instructed to read in the textbook "Psychology" by David Myers the neuroscience sections of the book, which included chapter 2. They could only read the chapter once. After the reading had ended for all of them, I sat them down at a round table and gave them all a blank sheet of paper and asked them the essential question they had to answer, "What is Neuroscience?" I gave them an hour to deliberate amongst themselves for an answer that had no specific length. Once this had ended, I let them go home.

The next day, I let them read, for thirty minutes prior to answering the question, chapter one again along with a pamphlet on problem solving organizational that I received offline at . With the same paper and same amount of time, I had the people answer "What is Neuroscience?" again.

Problem Solving:

· Effective:

When both subjects performed the learning style process of problem solving, the subjects were encouraged to gain confidence in their ability to think scientifically. The subjects learned the key information about topics that were broken down for the essential problem-solving question (What is Neuroscience?). After completion of the subtopics, the subjects found the solution to the main problem they were problem solving in the first place. In addition, the subjects were a lot more relaxed than in other study habits and gained a lot of information because they were using their own study tool, their mind. Problem solving gave the subjects more motivation and challenged them in the subject of neuroscience, while renewing confidence in them to achieve greater success in psychology. When a testwas given in order to review review their knowledge, the subjects placed in the advanced category.

· Ineffective:

At the beginning of the problem solving learning strategy, the subjects could not identify or accurately describe problems when they occurred because they were unfamiliar with the terms being presented dealing with neuroscience. Therefore, they at first started to have a lack focus and often failed to produce the desired answer. Also, the subjects had a negative attitude because they did not understand anything about neuroscience. In addition, some of their sub topics to solve the overall problem of a certain topic in neuroscience often lacked innovation and did not make sense. Lastly, the subjects did not respond well when they had a problem occur that was outside the main problem they were focusing on. This can all be corrected after using the process more frequently.

Modifications:

When looking at the results and observing the subjects during their problem solving, we noticed the following:

1. You do not have to figure the solution to a problem out in one sitting. One way in which to alter the experiment to receive a better understanding of the effects of neuroscience is to have them see a problem in which to solve, but take breaks after completing one of the steps of problem solving, so that they can analyze without becoming overwhelmed. The mind, like the body, benefits from a measure of rest. Some of the best solutions always come when someone is not sitting in front of the problem, while instead pondering solutions outside of the environment. This could benefit the experiment because after a refreashing break, the people can have no ideas.

2. Do not be afraid to fail. At the beginning of the experiment, the people could tell the subjects that any idea is a good idea. There is no right answer or path to solving a problem. When the instructors tell the subjects this piece of infromation, the subjects will have an altered state of mind in a positive light that will ultimtely give them more confidence. Even if it is just failure by the subject’s standards, doing a poor job and recognizing it gives someone a platform for the next problem. One can see what he or she has done wrong and what could be done better, overall showing a true problem solving process. These failures are a valuable step in the problem solving process.

3. II should have split the group of six up into two groups of three randomly so that the order effect did not come into play. What would of happened if the group learned the problem solving techniques first and then took them a second time still?

I should have also conducted both parts of the experiment on the same day, but due to time constraints, that was not possible. People had to go on with their daily lives. Also, this would have also prevented the people from reading the book a second time.

Effectiveness in Relation to Incorporation of Learning, Thinking, Memory, and Language:

Problem-solving styles are the different ways individuals attempt to solve problems. The various problem-solving styles can help minimize unexpected occurances and help one think, learn, utilize memory, and utilize language. When one first starts a problem, they have to think as to how they are going to approach the problem in order to receive a reasonable answer. Along the way of the problem solving experience, one is continually learning about neuroscience and the problem solving technique that can help in everyday situations. Since the problem solving is in groups, one has to communicate through language in order to exchange ideas. When those ideas are exchanged, people keep them in their memory in order to be brought up at an appropriate time to try and solve for a solution to the problem. Problem solving is an excellent learning technique because it incorporates many aspects of learning.

5.

Importance:

Explain why understanding these concepts of learning, thinking, memory, and language are critical to our understanding of neuroscience.

When looking at the concepts above, each has an important role to help learn neuroscience. A person's has the ability to learn and consciously remember everyday facts and events through problem solving. Studies using brain imaging research have identified a large network of areas in the cerebral cortex that work together to support the ability to learn, a place where problem solving is emphasized. In learning, humans believe that language is what sets us above all animals. Language, spoken or wrote, is what allows us to interact and communicate complex ideas to one another and retain that knowledge received across generations. Thinking refers to the mind's exertion to try and find an answer. This can be achieved through probblem solving. The cognitive system in the body receives and returns information, which we use to think and communicate. As we think, we form concepts that become organized and we make efficient decisions and judgments. Lastly, memory allows one to retrieve information for later use in order to make connections to the ideas presented at a specific time in life, allowing one to fully understand neuroscience.

Analyze how understanding these ideas can help us grow as learners and to better understand the processes we go through on a daily basis.

When one understands the roles that language, thinking, memory, and language play, this understanding of ideas will eventually show the person how they have been receiving knowledge since they were born. This problem solving technique can help us grow as learners because it allows for a clear representation as to what each aspect of learning does in the form of the four concepts as mentioned above. The processes will become a habit for people and will help them understand what they are doing on a daily basis. This problem solving will eventually become an outline for success in everyday life.

How can this knowledge help us not only to learn neuroscience, but other aspects of psychology as well?

As mentioned earlier, the students are learning the key information about topics that were broken down for the essential problem-solving question. After completion of the subtopics, the children can find the solution to the main problem they were problem solving in the first place. In addition, problem solving provides information that can help teachers make instructional decisions to help the students better understand neuroscience.

To conclude, problem solving gives students the ability to apply their scientific knowledge to solve theoretical and real world problems dealing with neuroscience. Problem solving gives psychology students more motivation and challenge that provide them with an interest in the subject of neuroscience and renewed confidence in them to achieve greater success in psychology.