The problem solving method of teaching is a learner-centred strategy in which students arrive at knowledge by confronting a genuine problem, reasoning through it, and reaching a verified conclusion. Instead of receiving ready-made facts, learners think, investigate, and construct understanding for themselves. Rooted in the reflective thinking of John Dewey, this method sits comfortably within the wider guide to teaching methods that every B.Ed and CTET aspirant must master, and it aligns strongly with the competency and critical-thinking goals of NEP 2020 and the National Curriculum Framework.
For examinations, the problem solving method is a high-yield topic because it links psychology (reflective thinking), pedagogy (activity-based learning), and classroom practice. This article explains its meaning, steps, teacher’s role, merits and demerits, real classroom examples, and how it differs from the project and heuristic methods.
Meaning and Definition of Problem-Solving Method
The problem solving method is a systematic, purposeful process of overcoming a felt difficulty through logical and scientific thinking. The learner recognises a problem, gathers relevant data, forms possible solutions, tests them, and draws a reasoned conclusion. It transforms the classroom from a place of memorisation into a workshop of thinking.
The philosophical foundation comes from John Dewey, who described reflective thinking as the engine of genuine learning. In How We Think (1910), Dewey held that thinking begins with a “felt difficulty” and that education should train pupils to resolve such difficulties through disciplined reasoning. As Dewey put it, reflective thought is “active, persistent and careful consideration of any belief.”
Other standard authors quoted in Indian B.Ed textbooks include:
- Gates and others: “A problem exists for an individual when he has a definite goal he cannot reach by his habitual modes of behaviour.”
- Skinner: “Problem solving is a process of overcoming difficulties that appear to interfere with the attainment of a goal.”
- Yokam and Simpson: The problem solving method encourages pupils to face a difficulty, analyse it, and reach a solution through their own effort.
In essence, the method rests on the principle of “learning by thinking and doing,” making the learner an active investigator rather than a passive listener.
Steps of Problem Solving
The steps of problem solving method follow Dewey’s five stages of reflective thinking. A teacher should guide pupils through each step in sequence, ensuring the thinking remains scientific and evidence-based.
- Identifying and Defining the Problem: The pupil first senses a difficulty and states it clearly. A vague problem cannot be solved; therefore the teacher helps learners frame a precise, meaningful question. For example, “Why does the price of vegetables rise in summer?”
- Analysing the Problem and Collecting Data: Learners break the problem into parts and gather relevant facts from books, experiments, observation, or discussion. This stage builds research and information-handling skills.
- Formulating Hypotheses: On the basis of the collected data, pupils propose one or more tentative solutions or explanations. A hypothesis is an intelligent guess that will later be tested.
- Testing the Hypotheses: Each possible solution is examined against evidence, logic, or experiment. Weak hypotheses are rejected, and the most reasonable one is selected. This is the heart of scientific reasoning.
- Drawing Conclusions and Verification: The verified solution is accepted as the conclusion and applied to similar situations. Application to new cases confirms that genuine learning has occurred.
These five steps mirror the logic of scientific enquiry, which is why the method connects naturally with the inductive and deductive methods of reasoning that also underpin science and mathematics teaching.
Teacher’s Role in Problem-Based Learning
In problem-based learning the teacher is not the source of answers but the facilitator, guide, and motivator of thinking. The role demands careful planning and restraint, because the pupil must do the reasoning.
- Selecting a suitable problem: It should be real, purposeful, age-appropriate, and linked to the syllabus and the learner’s life.
- Creating a felt need: The teacher stimulates curiosity so pupils genuinely want to solve the problem.
- Guiding, not dictating: Through questioning and hints, the teacher keeps thinking on track without supplying the solution.
- Providing resources: Arranging books, apparatus, data, and time for investigation.
- Encouraging cooperation: Promoting group discussion, sharing of ideas, and respect for evidence.
- Evaluating the process: Assessing how pupils reasoned, not merely whether the final answer was correct.
This facilitative role reflects the constructivist spirit of NEP 2020, which asks teachers to move from rote transmission towards enquiry, discussion, and analysis.
Merits and Demerits
Like every strategy, the problem solving method has clear strengths and practical limitations. The table below summarises both for quick revision.
| Merits (Advantages) | Demerits (Limitations) |
|---|---|
| Develops reflective, critical, and scientific thinking. | Time-consuming; difficult to complete a large syllabus. |
| Makes learning active, purposeful, and lasting. | Not suitable for all subjects or every topic. |
| Trains pupils in independent enquiry and decision-making. | Demands highly skilled, well-trained teachers. |
| Encourages application of knowledge to real-life situations. | Unsuitable for very young or slow learners without support. |
| Promotes cooperation, self-confidence, and problem-solving ability. | Requires resources, references, and flexible time-tabling. |
| Reduces rote memorisation and improves retention. | Difficult to select good problems and to assess objectively. |
Classroom Examples
The method comes alive when applied to real classroom problems across subjects. Below are three illustrations suited to Indian schools.
Mathematics
Problem: “How much fencing wire is needed to enclose the rectangular school garden?” Pupils measure the garden, define the problem (finding the perimeter), collect measurements, hypothesise a formula, test it by calculation, and verify by comparing with the actual wire used. Learning of perimeter becomes concrete and memorable.
Science
Problem: “Why do iron nails rust faster during the monsoon?” Learners hypothesise that moisture and air cause rusting, then test it by placing nails in dry, wet, and oiled conditions. Observing the results over a week leads them to the verified conclusion, teaching the concept of oxidation through enquiry.
Social Science
Problem: “Why do people migrate from villages to cities?” Pupils collect data through discussion, textbooks, and local surveys, form hypotheses (employment, education, healthcare), test them against evidence, and conclude with the real causes of migration. The topic becomes analytical rather than descriptive.
Problem Solving vs Project vs Heuristic Method
Students often confuse these three activity-based methods. Although all three are learner-centred, they differ in purpose, process, and outcome. The comparison table below clarifies the distinctions, a favourite area for objective questions.
| Basis | Problem Solving Method | Project Method | Heuristic Method |
|---|---|---|---|
| Chief propounder | John Dewey | W. H. Kilpatrick | H. E. Armstrong |
| Central focus | Solving a defined problem through reasoning | Completing a purposeful real-life task/product | Discovering facts like a young researcher |
| Learner’s role | Thinker and investigator | Planner and doer | Independent discoverer |
| Outcome | A verified solution/conclusion | A tangible product or completed project | Self-discovered principle or law |
| Nature of activity | Mental (reflective thinking) | Practical and constructive | Experimental and enquiry-based |
In practice the methods overlap: the project method frequently uses problem solving within its stages, while the heuristic method shares the same enquiry spirit. Knowing the propounders and distinguishing features is essential for scoring in comparison-based exam questions.
Exam Notes: Key Points for B.Ed & CTET
- Propounder: John Dewey; based on his five steps of reflective thinking (How We Think, 1910).
- Definition to remember: Overcoming a felt difficulty through logical, scientific thinking.
- Five steps in order: Identify the problem → Analyse and collect data → Form hypotheses → Test hypotheses → Draw and verify conclusions.
- Teacher’s role: Facilitator and guide, not answer-giver; evaluates the process, not just the product.
- Key merit: Develops critical and scientific thinking; key demerit: time-consuming and unsuitable for all topics.
- Comparison: Problem solving (Dewey) vs Project (Kilpatrick) vs Heuristic (Armstrong) — a frequent MCQ area.
- Policy link: Supports NEP 2020’s emphasis on critical thinking, enquiry, and competency-based learning.
Likely exam angles: Match the method with its propounder; arrange the steps of problem solving in correct sequence; identify the first step (defining the problem); state the psychological basis (reflective thinking); and distinguish problem solving from the project and heuristic methods.
Frequently Asked Questions
Who is the propounder of the problem solving method of teaching?
The problem solving method is based on the reflective thinking of John Dewey, described in his book How We Think (1910). Dewey identified five steps of reflective thought that form the foundation of the method.
What are the steps of problem solving method?
There are five steps: identifying and defining the problem, analysing the problem and collecting data, formulating hypotheses, testing the hypotheses, and drawing conclusions with verification. These mirror the process of scientific enquiry.
What is the role of the teacher in the problem solving method?
The teacher acts as a facilitator, guide, and motivator. Rather than giving answers, the teacher selects a suitable problem, arouses curiosity, provides resources, guides thinking through questioning, and evaluates the reasoning process.
What is the difference between problem solving method and project method?
The problem solving method (Dewey) focuses on reaching a verified solution through reflective thinking, an essentially mental activity. The project method (Kilpatrick) focuses on completing a purposeful, practical task that results in a tangible product.
What are the main merits and demerits of the problem solving method?
Its main merits are the development of critical and scientific thinking, active and lasting learning, and independent enquiry. Its main demerits are that it is time-consuming, unsuitable for all topics, and demands skilled teachers and adequate resources.
Is the problem solving method suitable for primary classes?
It can be used at the primary level with simple, real-life problems and close teacher guidance, but abstract or complex problems suit higher classes better. Young or slow learners need more support and structured steps.
