COMPARATIVE ANALYSIS OF LEARNING CONTENT OF TEHNOLOGY AND ENTERPRENEURSHIP TEXTBOOKS USING PROBLEM – SOLVING TASKS

Abstract

The article examines the importance of the ability to solve problems for the realization of learning objectives and its features as a method of active learning. The study programs for grades 1- 4 were also analyzed to establish in which direction it is used – are accessible components of his procedure included in the expected results, in what learning content as a main transferable skill it is used; which core competences it develops; was it used as an assessment method. A brief description of two main types of tasks are presented, representing levels of complexity – well and ill structured. The ill – structured ones are typed according to the concept of solving the problem, which also presents a different level of complexity – undirected solution, directed investigation, application in a situation and invention. They are used as tools in analyze of the textbooks 1 – 4 grades. A comparative analysis of the textbooks for 1 – 4 grades of three publishing houses approved by the Ministry of Education and Sciences in Bulgaria was made according to five criteria – number of problem – solving tasks; according the solution concept; difficulty; decision stage and number of tasks used in the types of lessons. As a result of the analysis of the educational programs and textbook was established that the ability to solve a problem is used more limitedly compared to other transferable skills – an expectable results related to the skill are indicated for some of the classes and they are significantly less compared to other transferable skills; it develops mainly in one of the areas of the study subject; full range of tasks types for individual classes is not observed. Inferences are made about the use of problem – solving tasks as a means of developing this transferable skill and the tasks as a background for the application of problem solving as an active learning method. In the study it was found that there is a lack of uniformity and a quantitative limit in setting problem – solving tasks. Tasks with high level of difficulty were used – ill structured, with multiple interpretations and interdisciplinary scope. All stage of the problem - solving procedure are covered, with the exception of “progress assessment and reflection”. According to the concept of problem solving, the proportion of tasks for invention is the smallest. Not in all study sets the problem - solving tasks are used as a diagnostic tool.