Problem-solving

Learning to solve problems presupposes specific partial competencies and has a particular thought structure, which we see in the world. There are a relatively large number of strategies that can be used in solving problems. If one has mastered these strategies, one can relatively quickly deal with a variety of tasks. This leaves the traditional 'teacher-fronted rote-learning classroom because it is generally not very valid for problem-solving. One instead must choose the appropriate solution, evaluate the proposed options and identify the best path.     

In other words, problem-solving is an approach that allows a close connection between education and the individual's interest. It is an approach where one learns what one needs to overcome a specific obstacle, solve a puzzle, etc. Thus, the whole world of thought is related to something that bothers and interests the person. At school, such an educational concept has two effects - firstly, it removes demotivation in the form of the question “what will it be for us" and secondly, it allows each individual to learn what they lack to solve a given problem.

What exactly is the problem? In general, this is a complex or not entirely structured phenomenon that requires some solution. The problem is not something abstract, but a call to action, to an activity that will lead to the presentation or finding a suitable solution. The typical problem is that there is only one such solution - no one knows in advance how many there are or any. It is a research adventure, as we mentioned above, an approach to the world. 

All problems have two common characteristics. First of all, it is a goal, so they move towards something that the solver is wanted and desirable. It can be anything - applying to work after maximizing profits or learning to program. The problem should be explicitly linked to the goal. It is necessary to emphasize that there will always be certain immanent (smaller) goals, i.e. benefits that will solve the problem to the person, regardless of the explicit purpose. It can be perseverance, knowledge of literature, a new skill, etc.

The second characteristic is barriers or obstacles. The problem is not trivial, and it cannot be crossed out in a few moments. The identification of fundamental obstacles is essential for practical problem-solving. Before starting to solve a particular problem, it is advisable to try to describe as many barriers as possible and, if necessary, also look for sources or approaches to their solution. As with the goals, it is rarely possible to detect all potential obstacles at first glance. The answer to the problem is almost always complicated. But if a person is prepared for at least the basics, his chances of successfully finding a solution increase. 

In the literature, one can find different concepts that, as in the case of problem-solving, proceed or what phase of the search for solutions can have.  

The first step is to identify the problem. This step may seem trivial at first glance, but we often find problems in the world that are too broad or complicated to be meaningfully addressed. Finding an issue of appropriate size and complexity is often a difficult task. At the same time, it can be said that if a person acquires this skill well, he can work highly effectively in the field of science, research, or even in the corporate sphere.   

The second step, which is closely related to the first, is the structuring of the problem. That is, it's clear and as accurate a grip as possible. Simplification often occurs in this step - not all aspects or dimensions of the problem are solved, but those available or essential are selected. Good structuring of the problem leads to the explicit identification of goals and barriers, which is a necessary prerequisite for finding suitable models of solutions.    

The next step is to find possible solutions - we propose procedures or methods that aim to solve the problem, i.e. achieve the given particular goals. It is typical for situation-solving that it emphasizes this structure - we rarely pursue the primary purpose or the whole issue from the beginning. Still, we proceed in parts, allowing effective selection of appropriate solution strategies and possibly the opportunity to ask for help.   

While in the previous step, the emphasis was on identifying a wide range of possible solutions, they are carefully considered and thought through in the next point. Based on these considerations, it is possible to establish a solution plan that will reflect the sequence of all planned steps. This certainly does not mean that this is a definitive process, but an overall map will be created that will outline the solution process.   

The implementation phase follows, i.e. the real solution. It should be emphasized that the solution does not assume a static world or that it is always possible to choose the ideal procedure “from the table" - on the contrary, the implementation should be closely linked to some monitoring or evaluation of the effectiveness and functionality of the methods. If the solution proves impossible, it is necessary to go back and look for either a new structure or new solutions. 

The overall evaluation is, i.e. the evaluation of whether all objectives have been achieved and the original problem has been solved. It is also possible to consider the solution process itself or whether it was not possible to solve any part of the problem better. This is not unnecessary nitpicking but a part of the learning process.  

It is possible to identify two large areas in which the topic of problem-solving appears about digital competencies. The first is problems with technology - the ability to repair a damaged document, install a printer or change the password on a Wi-Fi router and other tasks are specific skills that allow a person to work independently with digital technologies. The more we have, the more independent and secure work can be. There is also a dimension of a sense of security and safety - technology is not a dangerous and problematic thing, and one can handle it with sufficient certainty. 

The second area is the use of technology for problem-solving, which is undoubtedly a broad and exciting topic. After all, entire scientific disciplines, such as the physics of stellar atmospheres, rely on techniques to compute, model, simulate, or automate processes that either make human work easier or give people the capacity to do what is algorithmically challenging to solve.