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Opettaja luovan ongelmanratkaisun prosessin ohjaajana
No full textThe school is expected to support the future skills of the pupils. Central to this is the development of pupils’ problem-solving skills, so that they learn to understand the processes of creating something new and acting creatively. In order for teachers to be able to guide the learners’ innovative activities, it is important that teachers themselves have a broad understanding and skills related to these processes.
In this educational development study carried out during 2012–2019, a pedagogical model based on the creative problem-solving method is presented. The aim of the model is to promote teacher students and in-service teachers’ perceptions of the development of creativity and creative problem-solving, guiding the problem-solving process, and the diverse interactions that take place in it.
The study focuses on teacher students’ perceptions of creative problem solving and the examination of the problem-solving process, what kind of learning experiences teacher students describe when their learning is supported by a problem-solving approach, and how in-service teachers understand the connection between the pedagogical model and guiding the pupils’ innovative processes.
Based on the results of the analysis, teacher students’ perceptions of creative problem solving changed after the course from passive knowledge about solutions and creativity to active agency, methodologies and the process. The step-by-step process based on the pedagogical model made the process clear and transparent. The most important background factor for transparency was the feedback received from peers and the lecturer during the process.
According to the analysis, being allowed to make choices in the problem-solving process and seeing the process leading to output is related to commitment and thus to motivation and learning. However, only a process in which the pupil is involved in all its stages, including planning and goal setting, is relevant to the pupil and allows going deeper, leading to the pupils’ commitment.
However, the results also suggest that there seem to be a number of barriers to the use of creative problem-solving methods in teaching, such as not being familiar with or able to use them, or that they only promote learning for some students, lack of time or attitude towards the practice of using problem-solving tools in teaching.
The research also provides new insights into the guidance of problem-solving processes and how these processes can be used to support learning and the development of thinking skills. However, in-service teachers raised concerns regarding guidance not being valued as much in school as teaching. Research has shown that methods and models that focus not only on solving a problem, but also on the people who solve the problem are important in teaching.Koululta odotetaan oppilaiden tulevaisuustaitojen tukemista. Keskeistä on oppilaiden ongelmanratkaisutaitojen kehittäminen, siten että oppilaat oppivat ymmärtämään uuden luomisen prosesseja ja toimimaan uutta luovalla tavalla. Jotta opettajat voivat ohjata oppilaiden uutta luovaa toimintaa, on tärkeää, että opettajilla itsellään on laaja ymmärrys ja taidot näihin prosesseihin liittyen.
Vuosien 2012–2019 aikana toteutetussa kehittämistutkimuksessa esitetään luovaan ongelmanratkaisun menetelmään perustuvan pedagoginen malli, jonka tarkoituksena on edistää opettajaopiskelijoiden ja opettajien käsityksiä luovasta ongelmanratkaisusta, ongelmanratkaisuprosessin ohjaamisesta sekä sen yhteydessä tapahtuvasta moninaisesta vuorovaikutuksesta.
Tutkimuksessa selvitettiin opettajaopiskelijoiden käsityksiä luovasta ongelmanratkaisusta ja ongelmanratkaisuun liittyvästä prosessista, millaisia oppimiskokemuksia opettajaopiskelijat kuvaavat, kun heidän oppimistaan on tuettu ongelmanratkaisutyötavoilla sekä miten opettajat ymmärtävät pedagogisen mallin yhteyden uutta luovien prosessien ohjaamiseen.
Tulosten perusteella opettajaopiskelijoiden käsitys luovasta ongelmanratkaisusta muuttui opintojakson jälkeen passiivisesta tiedosta sekä ratkaisu- ja luovuuskeskeisyydestä aktiivisen toimijuuden sekä työtapa- ja prosessikeskeisyyden suuntaan. Pedagogisen mallin mukainen projektin eteneminen teki prosessista selkeän ja läpinäkyvän. Läpinäkyvyyden taustatekijöistä tärkeimmäksi nousi vertaisilta ja ohjaajalta saatu prosessin aikainen palaute.
Se, että ongelmanratkaisun prosessiin osallistuja saa tehdä valintoja ja näkee prosessin johtavan tuotokseen, on yhteydessä sitoutumiseen ja sitä kautta motivaatioon ja oppimiseen. Kuitenkin vain prosessi, jossa oppilas saa olla mukana sen kaikissa vaiheissa, suunnittelu ja tavoitteiden asettaminen mukaan lukien, ja jonka hän kokee merkitykselliseksi ja johon hän voi syventyä, johtaa sitoutumiseen.
Tulosten mukaan luovan ongelmanratkaisun työtapojen käytölle näyttäisi olevan useita esteitä, kuten se, ettei niitä tunneta tai osata käyttää tai että ne edistävät vain joidenkin oppilaiden oppimista, niiden harjoitteluun ei riitä aikaa tai esteenä on asenne.
Tutkimus antaa uutta tietoa ongelmanratkaisuprosessien ohjaamiseen ja siihen, miten näiden prosessien avulla voidaan tukea oppimista ja ajattelutaitojen kehittymistä. Opettajat nostavat esille huolen, ettei ohjaamista arvosteta koulussa yhtä paljon, kuin opettamista. Tutkimus osoittaa, että sellaiset menetelmät ja mallit, joissa ei keskitytä pelkästään ongelman ratkaisemiseen vaan myös ongelmaa ratkaiseviin henkilöihin ovat opetuksessa tärkeitä.ei saavutettav
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