Problem Solving Step 7

Problem Solving: The ability to find a solution to a situation or challenge.

Step 7: I explore complex problems by building my understanding through research

Outcomes

To achieve Step 7, individuals will have to show that they can carry out research to build their understanding of complex problems.

In the Step 6, the idea of complex problems was introduced: these are problems where links or interdependencies mean that there is no simple technical solution to the problem – no clear ‘correct answer’. This step focuses on the importance of being able to carry out research to explore complex problems

Learners need to be able to:

How to identify useful research for exploring complex problems
How to carry out research

Introduction

Sometimes there is not information that is already known and written down to answer a particular question. So we have to carry out other types of research or experiments to find out the answers ourselves.
Research is working to increase our knowledge and understanding of a particular topic or idea. Broadly there are two types of research:
- Primary research: This is using new information that you collect yourself. For example, you might carry out a survey, interview people, carry out an experiment, or observe what is going and collect data. ‍
- Secondary research: This is about using existing information that you find. For example, looking at existing books, articles or studies, or data that is published by different organisations like the government.

Skill Starter

Decisions, Decisions

Learners imagine a friend has come to them for help. Their friend is in the fortunate position of having been offered two positions for two weekend jobs they have recently applied and been interviewed for. They need to make a decision on which one to accept.

Learners need to help them identify some of the questions they would need to answer to solve this complex problem. Then come up with some examples of primary and secondary research they could carry out to answer those questions.

15 mins

Individual activity

Written

Teach & Apply

When looking at a complex problem, individuals normally start with secondary research. That is because this is often easier and less expensive than primary research. It means that you can find out whether your question has already been answered and what is still unknown.
Primary research can be helpful because it can use an experimental approach to answer the particular problem that you want to solve or give a more direct answer to your question.
However, it is often more challenging to set up, takes longer and is more expensive – particularly for big, complex problems.

Optional Activity

Plan Away

Learners are tasked with the complex problem of organising a sports mixer event for their local community. They should work in small groups.

There will be a large number of people, all of different ages and all will have different sporting interests. If needed, give them some specific criteria in line with the above. For example, there needs to be at least 6 different sports for people to try out.

What research would they need to carry out in order to plan an event that would suit the community?

20 mins

Group activity

Discussion

Writing

Reflection & Assessment

Embed these strategies across your teaching and coaching to help learners apply what they’ve learnt.

Some elements of this step are straightforward to reinforce. For example, introducing to learners how we are able to tell something is from primary or secondary research when finding out facts about a new topic.

Use these ideas for ways of assessing this skill step to help you check learners’ understanding and confidence.

Pose a complex problem to learners, based on a subject area that they have some understanding of, and as them to identify some of the questions they would need to answer to solve the complex problem.
Ask learners these key reflection questions:
- How can we know what research to carry out?
- What are some of the different types of research?
- When is each the best to use?