Browsing by Subject "yhteenveto"

The purpose of this study is to examine the role of looking back phase in problem solving teaching. My aim is to find out, what benefit does the pupil get when looking back at his/her own answers and what significance does looking back phase have as a part of the whole problem solving lesson. I have searched answers to my research questions by reading previous studies and articles from the field. I have additionally taken a look on other literature concerning to the subject. I have used search engines, as Nelli-portal and Google Scholar, as a help in matter searching. As search words I used in finish loppukoonti, koonti, yhteenveto and reflektointi and in English summary and looking back. By combining information from previous studies, I have tried to build a big picture about problem solving’s looking back phase. According to the previous studies I think looking back phase has got an important role in problem solving. In Finnish schools looking back is still a bit unusual or minor but studies from other countries show that by activating students to examine the problem one more time after the actual solving process it will maximize the benefit of problem solving. One important matter is to support the development of thinking abilities. Studies have also shown that by examining his/her own answers and the whole solving process pupils widen their thinking and increases learning opportunities. In this way looking back helps to benefit all the potential problem solving can offer. Looking back supports the growth towards a good problem solver by giving tools to reflect on the done work and develop it further. Additionally pupils learn to correct themselves their answers and get the opportunity to learn from their own mistakes. With the help of looking back phase pupils can learn to widen their thinking towards new problems and ponder how same ideas and strategies could be used at different problems. By looking back we try to pay pupils attention to what happened in the different phases of problem solving process and how. This way we can activate pupils to actively ponder the solutions made and memorize the strategies used.