AN ANALYSIS OF PROBLEM SOLVING SKILLS AMONG SCIENCE, ENGINEERING AND TECHNOLOGY (SET)

Abstract

Whilst educational instruction aims at enabling learners to solve problems, there seem to be less written or oral discussion on learning how to solve problems than knowing the answers. Social, economic and technological dynamics are creating diverse and novel problems that require well thought out solutions. As such it is necessary to teach problem solving (learning skills, tools, procedures, planning and evaluation processes) to learners. In order to investigate this important task a qualitative research approach was adopted. Data were collected from four focus groups of science, engineering and technology (SET) programme learners at two higher learning institutions in Harare urban. Purposive sampling method was used for selecting research participants. Twenty four students responded to ten open ended interview questions that solicited students’ awareness of problem solving skills, procedures and tools. Data from text books, internet and non –participant observations were collected, analyzed and interpreted. The results revealed that the majority of the learners do not know anything about problem solving techniques/procedures. The other group constituting about a quarter of the population believe that research and hard working promote problem solving ability but they lack the principles and skills of problem solving. A very small group indicated that they are aware of how to plan, maneuver learning processes and evaluate their performances. The study recommends that teachers must teach (SET) learners heuristics that form the basis of all problem solving activities. Learners must know the principles, skills, tools and constraint analysis processes involved in problem solving activities. These aspects must be imbedded in classroom learning activities, out of classroom assignments and examinations