Why?

Problem-solving and decision-making activities are used to provide contexts in which pupils can apply and develop valuing skills.

Pupils are expected to become involved, to enquire facts and values, to seek solutions, and to consider the possible consequences of the solutions found.

Thus, problem-solving is a way to make the pupils into active learners.

What?

Decision-making is the systematic process of identifying an issue, question or problem, investigating the evidence, evaluating the alternatives and choosing a course of action. It ends with the decision and recommendations for action.

Problem-solving, in addition to the steps included in decision-making, also involves putting the decisions into effect (action), and evaluating the consequences of the action. It goes further than decision-making, in that in problem-solving the consequences are monitored, instead of merely predicted.

A problem is something that needs to be solved. Problems in this context are specific, real cases of more wide-ranging issues.

In geography, decision-making is the systematic process of making sense of and resolving issues, questions and problems which can arise from people-environment relationships.

How?

In the United Kingdom, several GCSE and A-level examinations assess decision-making, problem-solving and issues-enquiry. Specifically, the pupils are assessed on:

• the ability to follow a logical and well reasoned sequence of enquiry in the process of reaching a decision,
• the use of appropriate methods and techniques to identify and analyse different resource, data and evidence,
• the appreciation of different values positions in the data provided and the steps involved in clarifying their own values,
• the ability to assess and evaluate alternative solutions and their likely consequences,
• the ability to make logical reasoned decisions and to justify recommendations, and finally,
• the quality of reporting.

Decision-making exercises often require pupils to take on a role, and by examining the evidence and data provided, to reach a justifiable and defensible decision from the point of view of the person whose role they are adopting.

The pupils may be required to analyse views presented, or to indicate or consider the likely views of individuals and groups involved in the issue at hand.

They also need to apply their knowledge on wide-ranging and complex data, which makes this kind of exercises demanding. This is where the teacher comes in — the teacher's role is to help pupils to develop their understanding of the process of geographical enquiry, their competency in a wide range of skills, and their ability to apply in-depth knowlegde and understanding of geography.

In order to successfully apply problem-solving as a geography teaching method, it is important to familiarize the pupils on the decision-making process throughout the whole course of study.

Reference:

Balderstone, D. & Lambert, D. 2000. Learning to Teach Geography in the Secondary School: A Companion to School Experience. London: RoutledgeFalmer. pp. 301-305.