2. Learning-oriented problems: some suggestions for their analysis and implementation
Solving problems as a learning strategy entails rethinking the problems as learning-oriented problems, namely,
problems that enable new knowledge to emerge. The problems must be authentic (Garret, 1988), i.e., problems that
raise good questions that stimulate student reflection, so students can understand, share and reformulate in their own
words (Roca, 2008). The students must have the opportunity to practice problem-solving strategies; therefore, the
problems must be solvable by students working independently (while having access to the teacher's help), namely
problems that represent an attainable challenge (they belong to the student's zone of proximal development – ZDP).
These problems should not include any “traps” that only excellent students or those who know the rules of the
“academic game” can overcome. Instead, the problems must be tasks that facilitate knowledge building. Finally, the
problems must be relevant to students in the context of science learning, i.e., problems that are relevant to the
subject. Therefore, problems must be related to global problems that are interesting to experts, as these problems are
also used for learning how to become a scientist. In short, problems must stress the key ideas of the programmes,
account for students' previous knowledge (in content and procedures) and raise good questions.