Abstract:

Problem Solving (PS) is an important 21st century skill which is increasingly recognized as being critical to achieve efficiency, effectiveness, and innovation in the modern global economy ([1], [2], [3]). Over the last decades, the issue concerning soft skills as a goal of educational systems has gained significant relevance. Since 2003, international organizations as OECD (Organization for Economic and Co-operation and Development) have deepened the analysis of Problem Solving – along with literacy, numeracy and science – in order to understand its impact on well-being and learning outcomes for 15-years-old ([4]). In 7 cycles and 25 assessing areas of the Programme for International Student Assessment (PISA), Italy has been reported significantly below the OECD average, with the only exception of PS skill in 2012. The better-than-expected Italian performance in Problem Solving may be an indication that students’ ability to solve problems is not nurtured within the core academic subjects ([4]). Starting from what it seems to be a strength of Italian students and a weakness of the Italian school system, the present work aims to contribute to the analysis on the relationship between active teaching methodologies such as Problem-Based Learning, Collaborative Knowledge Building and Blended Learning and the development of students’ PS skill ([5], [6], [7]).

References:
[1] B. Csapó, The Nature of Problem Solving: Using Research to Inspire 21st Century Learning. Paris/France: OECD Publishing, 2017.
[2] EUR-Lex, Council Recommendation of 22 May 2018, on key competences for lifelong learning. Atlanta/Georgia: Official Journal of the European Union, 2018.
[3] D.S. Rychen, L.H. Salganik, Key competencies for a successful life and a well-functioning society. Cambridge/United States: Hogrefe & Huber Publishers. Beltman, 2003.
[4] OECD. PISA 2012 Results: Creative Problem Solving: Students’ Skills in Tackling Real-Life Problems (Volume V), Paris/France: OECD Publishing, 2014.
[5] J. Dewey, How we think. Lexington/United States: D C Heath and Company, 1910.
[6] G. Gibbs, Learning by Doing, A Guide to Teaching and Learning Methods, Oxford/UK: the Further Education Unit, 1988.
[7] A.R. Saavedra, V.D. Opfer, “Learning 21st-Century Skills Requires 21st-Century Teaching”. Phi Delta Kappan, vol. 94, 2 Issue, 8-13, 2012. https://www.fpsct.org/uploaded/Teacher_Resource_Center/FHS_Design_Team/21st_century_skills.pdf

Keywords:

Problem Solving, Active teaching methodologies, Students’ performance, secondary education.