Problem solving is used as a key instructional technique throughout the IMaST program. As students work to explore and solve the situations and problems presented to them in the learning cycle activities, they develop strong critical thinking skills such as predicting, hypothesizing, planning, controlling variables, analyzing, interpreting, and assessing. Problem solving becomes "second nature" to students in the IMaST program.
Although each discipline has its own problem-solving approach, there are strong relationships among them. Teachers are naturally more familiar with, and usually prefer, the terminology associated with their own field.
On the other hand, in an integrated program such as IMaST, the use of common problem-solving terminology leads to much less confusion among students. Therefore, a generalized description of problem solving was developed by the IMaST Project and incorporated into each of the modules. This approach is referred to by the acronym "DAPIC."
Stating the problem clearly in a sentence or two often helps to identify the problem and may even present a possible solution. This statement, or question, identifies matters involving doubt, uncertainty, or difficulty as well as the limitations related to specific need or opportunity; it defines what the student wants or needs to know. Although the problem can be identified by the teacher, it is most often identified by the student from experience.
In this stage, conditions surrounding the problem are evaluated. Any and all information that can be used to develop a good solution is considered. Students discover the barriers or difficulties in solving the problem, identify which solutions have been tried in the past, and investigate the success or failure of prior solutions. This information may come from research, or it can be obtained through experimentation. The goal is to learn as much as possible about the problem before developing a plan.
At this stage, a number of alternative solutions to the problem are suggested and analyzed. This may mean designing an experiment in which variables are controlled in order to determine the best, or most feasible, plan. A plan for putting this solution into effect is then developed.
The plan is tested. Data are systematically collected and analyzed according to the plan; modifications to the plan are made as the need arises.
The results are analyzed, conclusions are reached, and the results are shared with
others. This may take theform of written or oral reports, predicting consequences, and identifying new problems to solve.
The DAPIC problem-solving process has no definite starting point or order; it is not a series of sequential steps. In fact, careful observation of successful problem solvers reveal that they often use a non-linear approach. Although some students may choose to solve problems by going through the stages in linear order, more flexibility is often required. For example, a problem may occur while assessing, while developing a plan, or while implementing a developed plan. Likewise, communication may be necessary at any stage of the problem-solving process. The DAPIC model allows for all of these variations. However, students should be encouraged to define and redefine the problem as necessary to help them prioritize their actions.