The Probe Method:  A Thorough 
Investigative Approach to Learning

Glenn Shepherd
Coordinator of Educational Technology
University of North Carolina at Asheville

        Integrated or interdisciplinary learning, cooperative learning, technology, mastery learning, 
individualized learning, and problem solving can all be incorporated into your classroom.  Sounds 
difficult, huh?  These are several of the "buzz words" going around in education, but many 
teachers feel overwhelmed by them.  Actually you might discover that these aspects of learning 
can be put together and can be easily managed by the regular classroom teacher.  Here's an idea 
that might be just what you need.  It is called the Probe Method and it is an easy-to-follow 
investigative approach to learning that will help promote problem-solving skills within any subject 
area and allows you to integrate learning to include many disciplines.  To thoroughly investigate 
any topic or problem, you must learn basic knowledge about it through reading, writing, and 
gathering and analyzing data in a wide range of disciplines, such as the historical perspective, the 
scientific concepts and implications, the statistical data, the legal and social ramifications, the 
psychological profiles, and every possible "angle" to the problem.  The model described here is 
based on educational research in promoting problem solving, using cooperative learning, and 
integrating technology in the classroom.  
        Cooperative learning has become increasingly popular in the last few years.  The use of 
technology in the educational setting is also a relatively new phenomena.  The combination of 
cooperative learning and technology seems to be a match that could improve several aspects of 
education and learning.  A great deal of research indicates that cooperative learning and the use of 
technology, separately, have positive effects on cognitive and affective learning.  Some research, 
analyzing the combination of cooperative learning with technology, indicates positive results as 
well.  However, there are few models that integrate cooperative learning with both technological 
and non-technological approaches to promote retention, understanding, and problem solving.  
Elements of teaching that promote higher-level thinking skills necessary for problem solving 
include discussions, reading, writing, summarizing, real-life situations, and collaboration.
        Critical thinking, scientific reasoning, moral reasoning, reflective thinking, higher-order 
thinking, and problem solving are all thinking skills that may not mean the same to all people.  
How humans obtain and use these skills are also not fully understood.  The complexity of thinking 
skills makes it difficult to determine effective methods to promote such skills.  Problem solving, 
for this case, refers to the ability to take a complex problem and develop a set of solutions that 
reflects this complexity.  The measurement of successful problem solving should consider the 
elaboration of the solutions and how these solutions take into account the many factors (i.e., 
social, economic, cultural, political, religious, moral, geographic, etc.) of the problem.  In order to 
develop elaborate solutions to a complex problem, a student must use many types of thinking 
skills, such as the ones previously mentioned.
        The Probe Method is an approach to teaching and learning that requires students to 
thoroughly investigate a topic, question, or problem, and in so doing, students learn how-to-learn, 
learn at their own pace, learn relevant information to them, learn basic skills in the process, and 
learn to understand the reason for learning, thus learn to enjoy learning.  Basically students are 
asked to generate a set of topics, interests, questions, and problems in which they would like to 
learn more about.  The teacher helps students narrow down these suggestions for learning into 
manageable units of study and then facilitates in the thorough investigation of these 
interdisciplinary studies.  A problem-based learning model is used in the investigation of these 
studies.  Students are provided with an abundance of learning materials, including traditional 
written materials and computer software.  Some students will more thoroughly investigate a 
problem than another student thus making this approach an individual one.  All students are 
expected to be successful in this learning environment and will learn as much about the topic as 
they are potentially capable.  A mastery learning approach is used in providing students with 
additional opportunities to master any required skills.  Students learn to take responsibility for 
their own learning, learn that they can be successful in learning, and thus build their self-esteem 
and love for life-long learning in the process.  

To summarize, the Probe Method includes the following elements:
However, before looking at this model, let's quickly examine:
Why are Problem-Solving Skills Important?

        In the early part of this century, information was limited and the focus of schools was to help 
people memorize as much of the available information as possible.  A curriculum was developed 
that supposedly covered most of the information people would need to know for the rest of their 
lives.  Today, the information explosion is now doubling our available information every twenty 
months and is causing our acquisition of information to take a lesser role to thinking and learning 
skills (Luckner, 1990).  It is no longer possible for us to determine a specific curriculum that will 
be sufficient for every person's lifetime.   The workplace has also diversified to such a degree that 
only a small number of possible skills can be learned in a general education curriculum.  The 
educational curriculum and approach to learning must change to meet the needs of the 21st 
century.
        The promotion of problem-solving skills (i.e., reasoning, reflection, critical thinking, analysis, 
synthesis) in our schools have been advocated by many researchers and educators in several 
subject areas (Onosko, 1990; Cummings, 1991; Sweller, 1989; Orlich, 1990; Litogot, 1991; 
Cronin, Meadows, and Sinatra, 1990; Friedler, Nachmias, and Linn, 1990).  Social studies 
teachers, for instance, design their daily plans to help students to interpret, analyze, and use 
knowledge of history, government, geography, and the social sciences to understand the 
contemporary world (Newmann, 1990).  The proposed problem-solving model seems to be ideal 
for the social studies curriculum, but can also be used in other subjects and in an interdisciplinary 
learning environment.

How can we Promote the Higher-Level Thinking Skills Needed for Problem 
Solving?

        Building a knowledge base pertinent to a problem is essential to problem solving.  If teachers 
try to require students to solve problems without giving them a way to get the appropriate 
background knowledge and experience, they are asking for failure (McCade and Litowitz, 1990). 
 Building a knowledge base and then helping students understand the information is, therefore, 
essential to the model for promoting problem-solving skills.  
        Markle et al (1990) suggests several ways to promote student understanding.  One of their 
suggestions is to avoid rote learning and instead, use a learning cycle approach.  This technique 
includes a concept introduction phase, followed by students considering explanations for the 
observed event.  Next, the teacher guides questioning and helps students conceptualize and 
organize new information.  The next phase of the learning cycle involves students applying the 
concept through readings, projects, papers, or other assignments that act as a means for the 
student to use the information in a way that will promote an in-depth understanding.  Another 
suggestion by Markle for promoting understanding is to use real-life examples that will tie prior 
knowledge to new ideas.  This idea of making the learning experience, and in this case the 
problem-solving activity, a real-life problem seems to be an important part of the problem-solving 
model.  When a problem is perceived as significant to one's own life, the learning becomes 
meaningful, interest is raised, and the affective dimension of learning is attended to.  
        Thus far, an effective model for promoting problem-solving skills should include the 
following elements:  help students to build a knowledge base as quickly and efficiently as possible; 
use a learning cycle approach with a real-life problem situation to promote understanding.
        Another aspect in the promotion of problem-solving skills is discussion.  Durling and Schick 
report that several experimental research projects have indicated that "groups may be 
superior to individuals on problem-solving tasks and concept attainment paradigms are pro
problem-solving tasks particularly suited to programmatic study."  Their research indicates 
that discussions with a partner is more effective in developing and maintaining a problem-
solving strategy than is pairing with nonvocalizing partners.  Also, a thinking-skills strategy 
advocated by Cummings (1991) includes students verbalizing their inner voices to uncover 
strategies for analyzing, classifying, estimating, comparing, and so on.  Cummings also suggests 
that verbalizing the thinking process helps students refine their approach to solving a task and that 
listening to others verbalize this thinking process helps students develop their own problem-
solving strategies.  Luckner (1990) also suggests that rehearsing, reviewing, elaborating, or 
summarizing main points of information aid in processing new material so that it is stored in our 
long-term memory.  Research by Yager, Johnson, and Johnson (1985) supports the use of 
summarizing, oral explanation, elaboration of material being learned, and listening to other's 
summaries, as having a positive effect on achievement and retention.
        Problem-solving skills are also enhanced through reading and writing activities (Litogot, 
1990; Newmann, 1990; Cummings, 1990; Onosko 1990).  A vital part of a problem-solving skills 
model should involve students reading for information and understanding.  Writing the 
information collected in a summary format and writing one's interpretation of the information as it 
relates to the problem help a student develop an understanding of the information and a better 
understanding of the problem.

So far, we have learned from the research that to promote problem solving, we should:
        
Why Attend to Both the Cognitive and Affective Development?

        Because adolescents are the subjects for the problem-solving model that we wish to create, 
the model must be sensitive to the affective domain of learning.  Arnold (1985) says that 
adolescents desperately want to make sense of themselves and their world, and the curriculum 
must be responsive to their needs.  Adolescents want to understand the adult world and to feel 
that they are a part of it.  They also need to feel that their ideas are noticed and to feel they can 
contribute to real-world problems.  Making learning meaningful and responsive helps to build a 
strong sense of worth and positive attitudes about learning.  These affective development aspects 
of the model are as important as the cognitive.  In fact, there is an interactive nature between 
cognitive and affective development.  Stancato and Hamachek (1990) conclude that "meaningful 
classroom learning is best fostered by the interaction that exists between the affective dimension 
of self-image and the learning of subject matter content."  

How can Cooperative Learning be Used in a Problem-Solving Model?

        Another part of the proposed problem-solving model involves a cooperative learning 
approach.  The assumption is that cooperative learning will help students discuss ideas, thus 
helping them gain a better understanding of the problem.  They will help each other analyze, 
criticize, and synthesize their proposed solutions to a problem, and thus, develop a more complex 
set of solutions than students who work alone.  Cooperative learning can help create an 
environment that fosters the cognitive and affective development of students.  Hooper (1992) 
reviewed several research projects and concluded that "the cognitive benefits of cooperative 
learning probably result from a change in the student's role from passive information receiver to 
active knowledge builder.  Cooperative-learning groups help to create an environment in which 
students generate and integrate lesson meaning through social interaction, observation, and 
modeling."  Research on cooperative learning will be examined in order to determine the most 
appropriate model for promoting problem-solving skills.
        Blaney et al (1977) reports that students in interdependent learning groups "manifested higher 
self-esteem than controls and liked groupmates more than other classmates.  Further, black and 
Anglo experimentals increased their liking for school more than control black and Anglos."  When 
we speak of devising a model to increase problem-solving skills, we must consider all the factors 
that might contribute to a successful model.  Because problem-solving skill acquisition is 
enhanced by discussion and positive attitudes, these factors of improving race relations and liking 
school are important to the program.  Students must feel comfortable talking with each other and 
discussing ideas.  They need to be open to new ideas and accept criticisms of their own ideas.  As 
students develop these positive relationships with all members of their school, they are in turn 
more able to "see" other viewpoints and other sides to a problem that they might not be capable 
of discovering on their own or in a limited group.  These new insights and diverse ideas are 
essential in developing a set of more complex solutions to a given problem.  A correlation study 
by Johnson and Ahlgren (1976) concludes that "student cooperativeness is positively related to 
being intrinsically motivated to learn and to valuing aspects of the student role such as getting 
good marks, being a good student, learning new ideas, answering challenging questions, liking 
ideas, and liking feelings generated in learning situations."  
        Yager, Johnson, and Johnson (1985) report that there is considerable evidence that students 
who work in a cooperative environment perform better than do students who work alone.  Their 
research also indicates that students working in cooperative groups perform higher on their daily 
work accuracy than do students who work by themselves.  Slavin (1980) reviewed 28 primary 
field projects on cooperative learning.  He says that the research findings indicate that cooperative 
learning helps increase student achievement, positive race relations, mutual concern among 
students, student self-esteem, and other positive outcomes.  Slavin also concludes that "for high-
level cognitive learning outcomes, such as identifying concepts, analysis of problems, judgment, 
and evaluation, less structured cooperative techniques that involve high student autonomy and 
participation in decision making may be more effective than traditional individualistic techniques."
        Sharon (1980) also supports Slavin's conclusion on the many positive effects of cooperative 
learning.  Sharon examines two major types of cooperative learning:  peer tutoring and group 
interaction (G-I).  The peer-tutoring method involves peer cooperation and tutoring through a 
jigsaw technique for creating interdependence among students.  This is done by dividing the 
learning tasks among small groups of students.  The students are then responsible for teaching 
what they learn to other members of the class.  The G-I method involves students gathering 
information from a variety of sources in a collaborative fashion.  The learning tasks are usually 
complex and involve high-level cognitive processes, including the selection and interpretation of 
data, problem solving, and synthesizing their ideas in a collective manner.  Sharon suggests future 
research is needed on these two types of cooperative learning techniques.  He suggests, as a 
hypothesis, that teams using peer tutoring will be more effective in promoting low-level cognitive 
learning and that the G-I method will be more effective in promoting learning that requires high-
level cognitive functioning.  Therefore, the proposed model for problem-solving utilized in the 
Probe Method will primarily use the G-I method.

How Do We Integrate Cooperative Learning and Technology?

        Computers can serve as an instructional delivery system, record keeper, tracer of progress, 
and assistant with many administrative functions.  Computers are often used as tools by students.  
Students can use computers to read, write, create art, make graphs, organize data, simulate real-
life situations as in scientific experiments, and access information.  "Students learn what it is that 
scholars do; how historians, mathematicians, and authors write, think, and solve problems.  They 
learn how to use tools that facilitate the process of scholarly work"  (Kozma and Johnston, 1991). 
 Cronin, Meadow, and Sinatra (1990) state that using the word processor aids in the writing 
process by helping students create multiple drafts and, in essence, helps them learn to think and 
work at the three highest domains of Bloom's cognitive taxonomy. Technology can also be a 
positive factor in helping students become more empowered and, thus, feel better about their 
abilities and about learning in general.  On-line communications could mean a new sense of 
autonomy and efficacy for many students (Grunwald, 1990).
        Bruder (1992) expresses concern that because computers are merely tools like textbooks, 
they can be helpful in the cooperative learning approach or they can be used for individual 
workstations.  Computers can be used to make rote learning more attractive.  Computers can 
provide routine drill and practice and keep students on task, learning on their own with the 
emphasis on knowledge acquisition.  Computers can also offer educators the opportunity to 
provide a new approach to learning; an approach that helps students work together, collecting and 
understanding information, and then using several higher-level thinking skills to solve daily and 
complex problems.  How we structure the learning environment with these "new tools" is 
important to the outcome, but the research is lacking on how this should be done.  
        Two research projects by Johnson, Johnson, and Stanne (1985, 1986) conclude that 
computer-assisted cooperative instruction promotes "greater quantity and quality of daily 
achievement, more successful problem solving, more task-related student-student interaction, and 
increases the perceived status of female students."  These researchers also state that their results 
indicate that putting students in groups at the computer is not enough, but that groups of students 
may need a clear cooperative goal structure.  
        Friedler, Nachimias, and Linn (1990) report that computers can be used to improve scientific 
reasoning skills.  They believe that representing information in tables, graphs, and animation on 
the computer screen facilitates learning.  These technological tools allow students to concentrate 
on problem solving and reasoning.  They used a microcomputer-based laboratory designed to 
develop students' scientific reasoning skills and divided students into two groups:  one group was 
learning observation skills and the other group was learning prediction skills.  They found that 
those in the observation group became better observers and those in the prediction group became 
better at predicting results while solving problems.  
        You will need to identify the types of software programs most suitable for your particular 
problem.  Commercial databases and simulation programs can be found by going to the library 
and asking the media specialist for magazines with educational software.  Other software you 
might want for this project include a word processor, desk-top publishing, database, spreadsheet, 
authoring program, presentation program, and/or graphic program.  There are many types of 
these programs available.  Again, check with your media specialist, and also ask your technology 
coordinator for programs available and ones he/she would recommend.  Here are a few names 
with which to start:

Word Processing:  WordPerfect (Novell), Word (Microsoft), Works (Microsoft), Ami Pro 
(Lotus)

Desk-top Publishing:  PageMaker (Adobe), Publisher (Microsoft), ClarisWorks (Claris), 
FrameMaker

Databases:  Access (Microsoft), Paradox (Borland), Info Modeler (Asymetrix), FoxPro 
(Microsoft), Approach (Lotus)

Spreadsheets:  Excel (Microsoft), Lotus 1-2-3 (Lotus)

Authoring Programs:  Multimedia Toolbook (Asymetrix), Director (Macromedia), Authorware, 
HyperStudio

Presentation Programs:  PowerPoint (Microsoft), Persuasion (Adobe)

Graphics Programs:  CorelDraw (Corel), Freelance (Lotus), Animator Studio (Autodesk), 
Graphic Design Studio (Macromedia), Illustrator (Adobe)

        Some of the best sources for getting information is the Internet and World Wide Web.  
Students can gain access to extensive amounts of information on practically any topic for their 
problem.  The Internet is also useful for doing distance cooperative problem-solving projects.  
Students can talk across the Internet, download files, and exchange information and ideas.  Once 
you divide students into small groups and assign topics, the Internet offers a very efficient method 
of gathering information.  One of the best places to start is a page referred to as Yahoo.  The 
address for Yahoo is http://www.yahoo.com/.  From Yahoo, students can launch into specific 
subject areas, such as science, social studies, education, arts, government.  One of the quickest 
ways to get specific information is to use the search engine on Yahoo.  Students type in a topic 
(such as pollution) and they get several articles and reports about the topic and links to more 
other sources and articles.  They can go to various libraries across the world and access the 
information they need.  
        For an integrated social studies unit, you might recommend students select social studies 
from Yahoo, then select the history icon.  They will then be presented with more choices, one 
being the American Memory project available from the Library of Congress.  The direct address 
for the American Memory project is http://rs6.loc.gov/amhome.html.  The American Memory 
project contains hundreds of pictures from several collections along with information on many 
American history topics.  Whatever you do, get your students hooked on the Internet, and when 
you see the vast amounts of information readily available to you and your students, you will get 
hooked on it as well.  
        There are so many Internet sites that you need to get on-line and start investigating on your 
own. To get you started, here are some more Internet sites that might be of interest to educators 
and their students:

http://ericir.syr.edu           
AskEric; search engine for educational articles and books

http://www.shu.edu/docs/world/schools/univ.html 
Listing of universities' home pages

http://www.caso.com/iuhome.html
Listing of internet universities with over 700 college courses offered over the internet

http://www.ed.gov
U.S. Department of Education

http://chronicle.merit.edu
Chronicle of Higher Education, a weekly magazine for educators

http://www.nsf.gov
National Science Foundation

http://www.nwrel.org/national/regional-labs.html
A National Network of Regional Educational Laboratories

http://www.ncrel.org/ncrel/sdrs/pathwayg.htm
Pathways to School Improvement, a wealth of information from Midwest states on educational 
research and methods for improving schools
http://www.aect.org
The Association for Educational Communications and Technology

http://www.cudenver/~mryder/itcon.html
Instructional Technology Connection, a super good site for research articles and many more 
connections on using technology in schools

http://www.pcsedu.com
PCS Education Systems, Inc., a center with emphasis on learning critical thinking, problem 
solving, and effective communication in a technological environment

http://www.mcs.net/~kfliegel/media.html
Web Media Guide, access to magazines, newspapers, TV, radio sites)

http://www.gsn.org
Global Schoolnet Foundation, linking kids around the world

http://www.w3.org/hypertext/DataSources/bySubject/Overview.html
WWW Virtual Library, and link to other virtual libraries

http://web66.coled.umn.edu
Web66: A K12 WorldWide Web Project

http://web66.coled.umn.edu/schools.html
International WWW Schools Registry

http://www.ils.nwu.edu
The Institute for the Learning Sciences from Northwest University, interdisciplinary research and 
development center dedicated to developing and transferring innovative educational technology 
from the laboratory to practical applications in businesses, schools, government agencies, and the 
community

http://www.ils.nwu.edu/~e_for_e/nodes/I-M-INTRO-ZOOMER-pg.html
Engines for Education, an excellent book from The Institute for the Learning Sciences that 
addresses many valuable changes necessary for education in the 21st Century.

http://www.mightymedia.com
Youth in Action Network is an interactive online service for youth, educators, and organizations 
who want to learn about, and participate in, social action. Using this service people from all over 
the world come together to learn, communicate, and take positive action on issues related to such 
topics as the environment, human rights, and more.

http://www.nasm.edu
National Air and Space Museum, Smithsonian Institution
A Model for Problem Solving – The Probe Method

        A specific model is needed in the classroom for the Probe Method.  This model should contain all the 
basic elements of successful problem solving promotion.  The proposed model is outlined below.  This model 
will help students become more successful with problem solving so that they can thoroughly investigate any 
problem or topic.  The model uses a cooperative learning approach referred to as group interaction (G-I).  
Technology will facilitate problem-solving skill acquisition, but conventional methods of gathering data should 
also be used.  Technology will help students collect information quickly and then help students sort and 
present their information and understanding of the information. 
        The unit of study will consist of a set of “regular” classroom assignments, such as readings, exercises, and 
written assignments.  In addition, a real-world problem will be identified that is associated with the unit of study.  
A real-world problem can be teacher-originated, or, even better, student-generated.  A teacher can use 
student-generated ideas and then select the one that best fits into the curriculum.  By allowing students some 
choice in the real-world problem, the instruction is constructed around students’ interest.
 
        A Problem Solving Model – The Probe Method

1)    Provide students with a set of information about the unit.  Students should be given the objectives of the 
unit along with a list of required readings, exercises, and assignments that relate to the unit of study.
2)     Identify a real-world problem that relates to the unit of study, then present an introduction on issues related 
to the problem to the whole class in some way.
        a)      Introduce issues of the problem via short lecture presentation. 
        b)      Show a video or laserdisc to expand on the introduction of the problem. 
        c)      Have a guest lecturer to present issues.

3)      Examine the problem as a whole class in a teacher-led discussion. 
        a)      Large group discussion 
                i)      Verbalize the problem. 
                ii)     Discuss different sides of the problem. 
                iii)    Consider the complexity of the problem. 
                iv)     Develop a few possible solutions to the problem. 
                v)      Develop a plan of action to solve the problem. 
                        (1)     Decide on the types of information (areas) needed to better understand the problem. 
                        (2)     Establish small groups of students (2 to 4). If distance learning groups are involved, divide each 
                                site into small groups as well. 
                        (3)     Determine what area each small group will research. 

4)      Gather data and put appropriate data in a presentation format. 
        a)      Each group collects data on their chosen area. 
                i)      Use CD-ROM databases, electronic encyclopedias and atlases, and other computer 
                        software programs containing related information. 
                ii)     Use Internet and World Wide Web to conduct searches on the topic to find a variety 
                        of sources of related information. 
                iii)    Use conventional library skills (card catalogs, periodical guides, encyclopedias, books, magazines, films) 
                        to find other sources. 
                iv)     Compile information individually as assigned by the small group. 
        b)      Small group decides what data is most relevant, weeds out some data that is not pertinent to the problem after 
                discussing their "new" understanding of the given problem and how the data might help in solving the problem, 
                and then summarizes the most important data. 
        c)      The "key" data is entered into electronic form (using word processors, desk-top publishing, databases, 
                spreadsheets, authoring or presentation programs, and graphic programs). Graphic programs can be used to 
                create illustrations, maps, and graphs and then these graphics can be imported into other software programs. 

5)      Small groups present data. 
        a)      Each small group presents their data to the larger group. Information is presented in electronic format using 
                authoring or presentation programs. 
        b)      Small group also discusses their interpretation of the problem and how the data might help in solving the problem. 

6)      Large group discussion, teacher-led
        a)      Smaller groups and individuals verbalize their understanding of the other groups data and interpretations. 
        b)      Verbalize criticisms of other's interpretations. 
        c)      Distance cooperative groups can discuss the issues by using Internet. Have one group at a distant site to 
                communicate to a specified group at another site. 

7)      Simulation and/or CBI (computer-based instruction) program, if available.  This would be optional if such software 
        was found to be appropriate.
        a)      Students work on a CBI program geared to their topic problem. 
        b)      Students work on the program in a small cooperative group. 
        c)      Small group discusses the game and its relationship to solving the problem. 

8)      Solutions to the problem 
        a)      Small groups discuss and brainstorm solutions to the topic problem. 
        b)      Small groups summarize their solutions, using electronic means. They can also build physical models, if appropriate. 

9)      Summary of solutions 
        a)      Small groups present their solutions to the larger group. Again, they should use electronic authoring or presentation software. 
        b)      Large group critically discusses other's solutions and try to come to some agreements. 
        c)      Individuals write a short paper in which they explain what solutions to the problem they most support and why.

10)       Final assessment of unit.  Assessment of unit should come from work in problem-solving assignment, end of unit tests, and 
            any other assignments associated with the unit of study.

Conclusion

        Cooperative learning, discussion, summarizing, reading and writing, building a knowledge 
base, developing an understanding of several aspects of a problem, and working on relevant real-
life problems in an interdisciplinary manner seem to promote thinking skills necessary for problem 
solving.  The question remains, "How do we best use the many new types of technology with 
these known ways of promoting problem solving, and do these methods work for all students or 
do they work better for specific groups of students?"  Technological breakthroughs in the next 
few years will require a great deal of research and will require us to restructure the learning 
environment accordingly.  This technology offers the opportunity for tremendous and exciting 
changes in, not only what and where we learn, but our entire approach to education and learning.
        The Probe Method incorporates techniques for promoting problem solving and can be used 
for any subject matter in an interdisciplinary approach.  You can introduce the problem to be 
solved or allow students to suggest their own problem.  What you are helping students do is 
learning how to go about solving a problem.  Using this model, students will learn how to 
approach a problem.  They will learn that solving any problem is a learning process, requiring a 
great deal of diverse information, understanding of the information, and creative thinking.  
Students will gain confidence in solving personal problems as well as societal problems.  They will 
learn that working together with others who want to solve a problem can be very rewarding and 
worthwhile.  There are many convincing reasons that the Probe Method can be highly beneficial, 
but the most convincing reason is that being involved with thorough investigations into ourselves 
and the world around us is what learning and being human is all about.  We can either be passive 
and dependent our entire lives or we can take control.  This approach helps students take control 
of their lives, giving them power to solve many problems in their lives, and in the process they 
learn to read, write, compute, and learn all the basic knowledge they need for their futures.  What 
could possibly be more important to teach our children than success, confidence, independence, 
and a strategy to learn and solve their problems?


References

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