Browsing by Author "Konttas, Lotta"

According to previous studies, pupils get the most out of problem solving by examining their own answers and the whole solving process after finishing the process. This means the process is not yet over although the right results have been found. The purpose of this study was to examine what kind of perceptions do class teachers have about the looking back phase in problem solving teaching, and what significance do they give to the looking back phase. Additionally, the purpose was to examine what sort of looking back methods do teachers practice and what makes looking back phase good according to the teachers. Through interviewing five class teachers, I examined the significance of looking back and the pedagogical justification it was given by the teachers. Previous studies have shown that by going through their own answers and problem solving processes, the pupils widened their thinking and increased their learning opportunities. Therefore, I wanted to find out what perceptions do class teachers have of the looking back phase. I interviewed for this study five class teachers who work in the field in Uusimaa region. The interviews were held during or after the school days. The interviews were semi-structured theme interviews. The interviews were transcribed and analysed by using content analysis. According to the teachers interviewed to this study, the significance of looking back is in making the whole process clear to the pupils so that they learn to tell what they have actually done. The looking back phase guides the pupils to critically examine the answers they have found and argue for them. Teachers consider looking back well held, when pupils reflect on the choices they made to solve the problem, reflect on the used strategies, and explain and argue for their solutions. Through looking back phase pupils learn to be aware of the abilities they used and learned during the problem solving process. An additional significance of looking back phase is that the pupils learn to let their answers to be examined and discussed together. In the teachers’ experience, looking back is good when the whole process is made visible for the pupils. In a well held looking back phase it is the pupils’ ideas that are in the centre, not the teacher’s.