Traditionally, children are seen as passive listeners or recipients of information. However, modern pedagogy views children not just as passive recipients but as active learners. They are problem-solvers and scientific investigators who require guidance throughout the learning process. With proper guidance, children can achieve their full potential. Teachers play a crucial and substantial role in facilitating this process.

Problem-solving involves finding solutions to complex or ambiguous tasks or situations with various difficulties or obstacles. For instance, when a doctor analyzes a lung X-ray, skill, experience, and resourcefulness are required to distinguish between irrelevant and significant details. Similarly, a store manager deciding whether to lower the price or increase advertising for a product also engages in problem-solving.

According to Stanley Gray, "Problem-solving is that attribute which encompasses rational thinking."

Often, when children take their problems to an adult, or an adult steps in uninvited, the adult assumes ownership of the problem, typically leading to a win-lose situation. However, by guiding children through problem-solving steps, adults can teach them to solve their own problems, resulting in a win-win situation.

Problem-solving encompasses various levels of difficulty. There are three key elements:

1. Problem
2. Target
3. Steps towards the target

Three main processes used in problem-solving are:

• Step-based problem-solving method
• Algorithm Method: Using a set of rules to solve the problem
• Heuristic Method: Learning by oneself to solve the problem when a problematic situation arises

Steps to be Followed in Problem-Solving

1. Identify or define the problematic situation.
2. Consider all possible alternative solutions.
3. Check the viability of the alternatives.
4. Make a decision regarding the most suitable alternative.
5. Apply the chosen alternative.
6. Gather feedback and follow up after implementing the decision.
7. Perform rectification and repair work as needed.

Types of Problems

Problems can be broadly classified into two types:

• Ill-Structured Problem: A problem where the nature of the problem is unclear, and the solution is not easily defined.
• Well-Structured Problem: A problem where all aspects are clearly visible, and the solver can easily judge them.

Strategies for Teaching Problem-Solving in the Classroom

Teachers can adopt various strategies to teach problem-solving:

• Analyze the Problem: Understand the problem and figure out possible solutions by breaking it into parts and analyzing each part.
• Work Backward from the Final Solution: For well-defined problems, start with the solution and work backward to understand the steps needed to reach the solution.
• Analogical Thinking: Use methods from similar past problems to solve the current problem, leveraging prior experience.

Child as a Problem-Solver

Both children and adults face many problems in their lives. As students, children encounter various problems and must learn how to address them. Teachers play a crucial role in instilling problem-solving values in children, enabling them to solve problems independently using their learning, perception, and ability.

Traits to Develop in a Child as a Problem-Solver

• Encourage self-recognition.
• Enable children to accept and address their shortcomings.
• Promote self-dependence.
• Develop rational thinking and reasoning skills.
• Enhance language skills.
• Encourage persistence in finding solutions.
• Reward problem-solving efforts.

Child as a Scientific Investigator

Science is founded on reason, rationality, and realism. A scientific investigator needs to be rationally sound. Therefore, a child as a scientific investigator must use reasoning and logic effectively.

Traits for Developing a Child as a Scientific Investigator

Curiosity is a fundamental human trait. By nurturing this natural impulse to learn, the inquiry process can provide children with the direct feedback and personal experiences needed to form new and lasting views of the world. A spirit of inquiry can significantly influence how children acquire and understand scientific concepts.

From an early age, students encounter natural phenomena that puzzle them, leading to numerous questions. These questions, whether asked verbally or through actions, indicate an intense desire to know or discover. This curiosity is the first sign of the arousal of scientific investigation in students.

To cultivate scientific investigation skills in children, the following traits need to be developed:

1. Persistence: This characteristic includes traits such as perseverance, patience, tenacity, thoroughness, and a single-minded purpose. Persistence is essential for scientific success, extending beyond research to publication.
2. Curiosity: The desire to know more and an inquisitiveness that is unsatisfied with shallow explanations are key to scientific progress.
3. Self-Motivation: This trait is rare in most students. A single-minded drive can significantly increase effort. Self-motivated students tend to produce better results than those who lack internal drive.
4. Focus: The ability to identify the crux of a matter among details and stay concentrated on it is crucial. Focus ensures that the target receives all necessary attention. Lack of focus can lead to incompleteness, inefficiency, overlooked significant details, and panic reactions to setbacks.
5. Imagination: Imagination is necessary for insight and everyday problem-solving, which is intrinsic to most students. Almost all students are imaginative. When imagination is combined with will and a vision of what is achievable, the results are positive.
6. Desire to Improve: This trait is an important stimulus for scientific insight as it leads to the trial of various behaviors. Like curiosity, dissatisfaction can stimulate scientific progress.
7. Self-Confidence: This fosters a willingness to face challenges and a constructive optimism relatively free from concerns about others’ opinions or whether the problem can be solved. Self-confidence, coupled with self-motivation, is essential for leading a scientific discipline in new, productive directions rather than merely following the majority. It also inspires the acceptance of one's opinions by others, despite claims that they are only influenced by the evidence, not by the presentation.