I don't think we can dance-around the idea of "Assuming" we know what the problem is, without actually addressing it, first. Identification of a problem will automatically begin a questioning process, that is, "Do we really know what the problem is, or, are we guessing at it? Many times, I need to take students back to the "Chicken or egg 1st" scenario, simply because they identify a problem that really isn't there at all. Quite often, an "Un-training" session is required because preceeding entities have ignored this false-logic style of thinking. As mentioned in another forum question, the small child, in asking dad a question, retorts, "Why"? This is actually a good way to support the problem solving skills with students. When a problem is presented, ask, "Why"? You then get more input. You reply with another "Why"? Another good technique in this process is the written-word. It's easy if you say it fast enough. When you have to write it down, and it stares back up at you from the page, you begin to ask yourself, "Where did I come up with that, anyway"? Many students can then "See" the flawed-logic. This is the time to apply support to developing problem-solving skills. They must "See" the fallacy of flawed-logic, or they will remain convinced that doing things the way they've always done them is OK!
Discussing a problem amongst themselves should lead to more questions. They will surface when a conflict arises, concerning the facts, as each individual sees them. Stepping-in at this point and asking more questions will chase them back to the basic material that was covered. Now, you begin to get "Relevance" into the mix. It's not logical, if it doesn't fit into the context. Techniques, such as this, help students to develop problem solving skills. Many times, as I use this tactic, they do not even realize they're breaking bad habits & developing good ones.
