ABSTRACT

Introduction Defining ‘problem-solving’ is problematic and this article does not intend to belabour this issue. Rather,along with the suggestion of Fisher (1987) below,I would like to focus upon what it usually involves,in the context of design and technological activity,and how teachers can best support the development of pupils’ associated knowledge, understanding and skills. In broad terms then:

What problem solving involves is thinking and doing,or acting for some purpose. It is a way through which we can learn,practise and demonstrate essential thinking skills and knowledge.