Page:SELECTED ESSAYS of Dr. S. S. KALBAG.pdf/87

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How to orient for problem solving The weakness of 'exercises or 'problems' given in the classroom at present is that they have an answer which the teacher knows and anything else is considered wrong. Also it does not involve physical activity and gives little scope for creativity. On the other hand, our problem solving involves physical activities, secondly, there are many possible approaches and no one knows the final answer. This is more like a real life situation and gives the advantages we discussed earlier. We can consider these as openended exercises. Example: We need to cut a large number of triangular panels with the three sides of the triangle being 1.2m., 1.23m. and 1.23m. The steel sheets, from which these panels are proposed to be cut, come in widths of 3 ft. or 4 ft. and lengths of 6 ft. or 8 ft. What size sheets should we buy and how should we cut the triangles? This is a real life problem. If we adapt it for the classroom, we will be defining everything and therefore, reduce the number of possible approaches and consequently, opportunities for creativity. It will then be only an exercise in arithmetic. When a problem like this is posed, one could come back with a variety of answers, such as finding a good value for the scrap produced or finding a source that gives a more suitable size of sheet, thus enabling a least-cost solution to the problem. Thus, in problem solving, we remove boundaries, not only of the approaches but also the input data. The information given is considered only a guideline and neither complete nor sacrosanct. The whole point is to reach the target, in this case, the reduced cost. Another approach for generating exercises for problem solving orientation is to try and find new applications for an existing product or technique. E.g. we know how to make square nets. What are all the applications where this skill may be put to use? Some of the answers could be; volleyball nets, baskets, hammocks, sheep 4 Rural Development Through Education System 74