The theoretical basis of problem-based learning includes several different approaches. One of them is the heuristic conversation method . This is a special way of communicating knowledge that has existed since ancient times. It is believed that this approach was created by Socrates.
Heuristic conversation - what is it?
The most productive study of this approach began in the mid-1950s. XX century During this period, the theoretical basis of problem education began to be developed. The approach was explored by different educators. As a result, the essence was formulated, the structure, functions, classification of the heuristic conversation were determined. Subsequently, teachers developed a system of techniques that allows you to use the approach in the educational process. Heuristic conversations are a question-answer way of learning. It does not imply the teacher informing the finished information, but the direction of the children to identify new concepts. The heuristic conversation scenario should include correctly posed questions. Students find answers to them using their experience, observations and knowledge.
Specificity
One of the features that heuristic conversations possess is the nomination of a problem that needs to be solved. The teacher asks the children a series of questions that are interconnected and flow from each other. Each of them formulates a small problem. Together with this, together they lead to the solution of the main task posed by the teacher. Questions that are included in heuristic conversations are the main component of the approach. They perform the most important cognitive function.
Heuristic conversation example
In elementary school, children actively study the environment. As a rule, they obtain most of the information from observations. For a more effective understanding by children of what is happening in nature, a teacher can use heuristic conversation. So, the teacher asks the question: "What is the winter like in the city?" He can get a short answer: "Short and warm." Then the teacher begins to ask additional sub-questions. They are necessary, since the short answer received is insufficient and does not give the child the opportunity to substantiate it. The teacher may ask about the location of the city on the map relative to the forest belt or water body, while clarifying the climatic features of the region. After that, the “horizon” of the question expands: the teacher asks if the winter is the same throughout the region. As a result, the teacher brings the children to the original question. However, now students can give him a more detailed answer and substantiate their opinion. The result can be a very fascinating heuristic conversation. Example: according to history, the period of the reign of a prince is studied. The teacher’s questions can begin with the words “read and say,” “remember,” “analyze the actions.” Answering each question posed, children more clearly understand the events that take place, evaluate the actions of individuals, draw conclusions, substantiate the opinion.
Characteristics
Heuristic conversations are chains of interconnected issues. Thanks to them, the dialogue takes on a developing character. The questions in the chain are not connected mechanically, but logically. They are arranged so that each subsequent one follows from the answer. The latter, in turn, is a kind of separate mental step. It acts as part of the solution to the original problem. Thus, the main characteristics possessed by the heuristic conversation in elementary school include:
- Each question poses as a logical search step.
- All links in the chain are interconnected and emanate from one another.
- The search for answers is carried out by children independently with the partial support of the teacher. The teacher guides, and students solve each step of a single task.
- The search is focused on options for obtaining knowledge or on the justification of their correctness.
- In the success of the solution, the stock of knowledge is of particular importance.
Structural and functional features
As stated above, questions and answers are the key elements that make up the heuristic conversation. The history of the ancient world, geography, literature can be effectively studied using this approach. A chain of questions involves answers leading up to a general conclusion. Each individual decision (answer) forms a specific step. Movement to the next question is possible only when the answer to the previous one is received. Within each such step, the teacher can make corrective remarks or provide clarifications. They are endowed with an auxiliary function. Regardless of where the heuristic conversation is used - in kindergarten, elementary or high school - it does not have a rigid framework of alternating and consistent questions and answers. It includes the statements of students, value judgments, explanations of the teacher. Question chains can be formed so that the answer unites them all.
Features of the elements
A question in a heuristic conversation acts as a complex interaction of various relations of a syntactic, logical, psychological, objective nature. It is considered an indispensable element of dialogue, considered in the form of a general pedagogical category. Questions and answers are organically linked with each other, have a number of points of contact. Each element has its own purpose. In particular, the question acts as a component that carries a contradictory relationship between the types of knowledge. Along with this, he performs an incentive function. The question in heuristic conversations appears as the first step in going beyond the existing knowledge, but without which directed and cognitive thought movement is not feasible. This is due to the fact that its form indicates the presence of a problem and determines it. Question is a mental task. Her decision opens the way for children to further search for truth. The question helps to find a way out when it seems that a new solution is missing. In this regard, this component in heuristic conversations acts as a step in the direction of thought towards the achievement of a specific goal. Each new question encourages children to seek a way out. This, in turn, contributes to the updating of existing knowledge that is necessary to solve the problem.
Function difference
Despite the different roles that answers and questions play, they are closely related. The latter are intended to determine the subject sought. The answers, in turn, establish the content of the found. In a heuristic conversation, they appear not only as a representation of the result of knowledge, but also as a process of their assimilation. The statement of each question indicates the incompleteness of cognitive activity. Therefore, they encourage children to replenish existing knowledge. The student formulates the answer to the question posed independently. He did not see the solution in the textbook, did not hear it from the teacher. The child’s response is formed in the process of mental activity on the basis of those generalizations and facts that he develops by his own efforts.
Content of the approach
Due to the fact that the question and answer are inherent in any conversation, it is necessary to indicate their specificity in the framework of the heuristic dialogue. The first stage in the general discussion is the desired one. Heuristic conversations in the senior group, junior, senior classes are a reduction to the truth, its statement, expressed in the problem. The task is the realization of what has not yet been recognized, but must become known. The educational problem acts as an understanding of the cognitive issue by children. Its solution is impossible only on the basis of existing knowledge. However, finding the answer is necessary in order to overcome the difficulty. At the same time, one cannot identify a question and a problem. Between them, of course, there is a connection. But the problem in heuristic conversation appears as a kind of question.
Search path
The subject that needs to be known is based on the contradiction of the material available to children and the information that needs to be studied. This activates the thought process. He, in turn, eliminates inconsistency. Moreover, the stock of knowledge inherent in it does not directly indicate the solution itself. The material available for children directs them towards the search for new data. In heuristic conversation, this process takes place. The beginning is the statement of the sought, and the end is the finding of the correct answer. As mentioned above, knowledge alone does not indicate the way, therefore it is necessary to go through all the steps and find a solution on your own. The answer to this question is often insufficient. In this regard, it becomes necessary to check the solution every time. Only in this case can one establish whether the answer satisfies or not. From the foregoing, the following structure of the heuristic conversation can be compiled:
- Searched.
- Variant of solution.
- Direct conclusion, the teacher's construction of the search steps and the execution of their children.
- Result.
Functions
Heuristic conversation performs general and special tasks. The dialog has features such as:
- Incentive.
- Educational.
- Control and correction.
- Developing.
- Educational.
Specific tasks include the following:
- The formation of a dialectical way of thinking.
- Teaching different methods of solving the problem, managing cognitive activities of children. The latter is realized through the disclosure and demonstration of the search path, its stimulation and justification of its correctness, as well as through the formation of the ability to build a system of evidence.
- Formation of cognitive independence in children.
Classification
To achieve general pedagogical and special goals, the establishment of the role, place, types of heuristic conversation helps. The main types include dialogues aimed at searching:
- Answers when children know the way. In this case, the definition of the path and its passage merge together. In such a situation, cognitive activity implies the following. The system of questions posed by the teacher indicates the steps of the search. In this case, each subsequent answer the children are looking for on their own. Thus, students are involved in the search by element.
- Method when the solution is known. In this case, it is supposed to reveal the path along which the search is going on, the justification of the truth of knowledge. Cognitive activity consists of organizing by the teacher the reproduction of the material available for children in the sequence necessary to build knowledge when finding the answer. The question system updates the available information. However , a direct search is not performed.
- Method and answers. In this case, the activities of children are aimed at finding answers, substantiating the steps to find a solution method. This type is considered intermediate between the first and second.
Heuristic conversation helps to obtain strong and deep knowledge, encourages the determination of patterns and relationships, provides insights into the material.