21 st Century Skill “Problem Solving”: Defining the Concept

: Only knowledge is not sufficient to make students succeed in the world. Students need to attain 21 st century skills like problem-solving, creativity, innovation, metacognition, communication etc. to endure in the modern world. Problem-solving skill is one of the fundamental human cognitive processes. Whenever students face a situation where they do not know the way to complete a task, the problem occurs. Problem-solving is a process, which involves systematic observation and critical thinking to find an appropriate solution or way to reach the desired goal. The framework of problem-solving consisted of two major skills: observation and critical thinking skill. Observation skill refers to collecting data, understanding and interpreting the meaning of the information using all the senses. Critical thinking involves the individual’s ability to do the following: conceptualizing, logical reasoning, applying strategy, analytical thinking, decision making and synthesizing to solve any problem.


Introduction
Today, in the modern world, the education system is going through some massive changes.As it is proofed that in every Education from IER, University of Dhaka.His research interests include assessment, secondary education, different conflicting issues of education and science teachinglearning.He is currently working as Executive, Product & Course Development in Light of Hope Company.He has othetr publications in the area of classroom assessment.His one of 5.5 years scientific knowledge is getting doubled (Nash, 1994), and it raises one question in everyone's mind at the beginning of the 21 st century [1].What knowledge and skill our children need to survive the speedy changes seeming in all expanses of life?If we prepare our children only for existing prospects, their knowledge and skills will be obsolete by the time they have to use them in their private life and in the world of work [2].Therefore, children have to gain more knowledge about different subject areas to live a successful life in this fast-moving world.At the same time, they have to achieve some crucial skills, which will help them to survive the fast-changing world.In recent years a new concept has emerged focusing these prospects, which called 21 st -century skills.
The term 21 st -century skills mean an extensive set of knowledge, skills, work habits, and character traits that are most essential to lead a perfect life in today's world, particularly in academic life and future careers.According to Binkley et al. (2012), ten 21 st century skills, which could be identified in four groupings [3]: Problem-solving is inescapable in human life and is crucial for human survival [4].It is one of the fundamental skills of 21 st century skill.Problem-solving is the most important skill needed by today's children everywhere, including both in school and out of school learning and achievement.Recent research in problem-solving suggests that educationalists, trainers and policymakers are reviewing curricula to include incorporated learning environments which focus students to use analysis, evaluation, synthesis etc. type skills, and especially, problem-solving skills as new learning theory has evolved and professional standards have been changed which created demands of the new workplace [5].

What is the Problem?
People involve some sort of problemsolving in their daily activities.But all problem solving is not alike.There are problems that are familiar to us, which can be solved with a few mental steps.However, there are problems that we have never encountered before, which require extensive thinking.Some problems have very distinct objectives, and some problems have ambiguous and indistinct goals.
According to Mayer (2003), a problem happens when in any given situation, a goal or objective state needs to be fulfilled, and there is no predictable or regular method of solution available [6].
A problem is considered to occur, "when a living creature has a goal but does not know how this goal is to be reached.Whenever one cannot go from the given situation to the desired situation simply by action, then there has to be recourse to thinking" [7].Dörner (1976) emphasized that a problem is barriers "between the given situation and the desired goal state, i.e., the lack of knowledge, can be further classified according to the amount of (a) ignorance of the means/operators applicable, and (b) lack of concreteness concerning the goal state" [8].
In simple language, problem can be defined as any state in any area of life where a person wants to reach a destination or complete a task within a certain amount of time but doesn't know how to reach that desired location or reduce the gap between their current condition and where they want to reach in an efficient way.

The concept of Problem-Solving
For most of the twentieth century, educationalists have dedicated their full concentration to trying to describe and illuminate problem-solving skills.In the initial 1900s, problem-solving was regarded as a machine-driven, methodical, and frequently intellectual (decontextualized) set of skills, like those used to crack puzzles or mathematical equations.These problems usually have correct answers that can be reached based on rational solutions with one right answer.This is also known as convergent reasoning.
When the cognitive learning theories emerged, the meaning of problem-solving skill changed.It became a complex mental activity comprising of a variety of cognitive skills and activities.
Problem-solving encompasses higher order thinking skills like "visualization, association, abstraction, comprehension, manipulation, reasoning, analysis, synthesis, generalization-each needing to be 'managed' and 'coordinated'" [9].Problem-solving is also defined as a cognitive process that focused on accomplishing an objective for which the students do not primarily know a solution technique.This meaning contains four key features [10,11] Problem-solving is an intellectual process of the brain, which explores the explanation to a specified problem or discovers a technique to comprehend the given goal [12].The brain uses the maximum cognitive functions like analytical thinking, generalization, and synthesis in problemsolving, which involves features such as the scientific way, critical thinking, decisionmaking, and reflective thinking [13,14].PISA (2012) defined problem-solving competence as [15]: "…an individual's capacity to engage in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious.It includes the willingness to engage with such situations in order to achieve one's potential as a constructive and reflective citizen".
Problem-solving starts with identifying a problem state and forming an understanding of the nature of that condition.It needs the children to recognise the specific problem(s) to be solved, design and execute a solution, and observe and assess progress throughout the activity.Unlike a simple task, a problem is a non-routine state or condition for which no regular solution approaches are easily available [11].Therefore, Problem-solving needs logical reasoning to process certain information in a way that can be used to solve the problem effectively and efficiently.

Observation skill for Problem Solving
Observation skill is an integral part of the problem-solving skill.Observation is the main intellectual skill (Millar, 1994) and also the first natural science skill a kid develops in his or her life [16,17].Observation is more than just looking (Millar, 1994;Johnston, 2011) [16,17].It includes the use of all five senses, recognising similarities and dissimilarities between things, observing patterns in things and occurrences, recognizing sequences and events in the world, and understanding observations [17].Observation helps to remember details of an inquiry and assistances problem-solving (Grambo, 1994), as it is a vital element in other scientific skills [18][19].
Observational skills are the basic tools of problem-solving.It is the first step to solve any types of the problem around us.It provides children with the chance to emphasise more clearly on the procedures of seeing, systematically and empirically, and by means of that procedure to develop their skills to comprehend what they observe [20].Observing is a broad activity, not only using the sense of sight to collect data, but also using other sensory devices such as hearing, smell, taste, and touch [21].Additionally, Johnston (2009) found that kids observe by means of their five senses, by observing details, organizing, combining and classifying things or sequencing events [22].
Observing skill is as well as an important part of the science process skills, which is a series of activities to collect data about an object using all the senses.According to Watson, Goldsworthy and Wood-Robinson (1999), there are six categories of scientific investigation [23].They are All of these have a basis layer of observation as well as skills of designing, quantifying, the breakdown of data and assessing processes [24].Stone (2014) suggested that observing skill is the most basic skill that bonds the mastery of higherlevel science process skills [25].Basic science process skills are (BSPS) observing, classifying, measuring, and predicting.These skills provide the mental foundation in scientific inquiry, such as the ability to sequence and define natural things and events [26].The ability to use BSPS refers to the ability to perform practical inductive reasoning or Piagetian concrete operational reasoning [27].BSPS are the primary skills for solving any problems.When children get opportunities for observations in the early age, they have stable grounding for concept development, extending their understanding level (Harlen & Symington, 1987) and better theorizing in future phases of academic learning and investigating [28,29].Therefore, observation skill must be cultivated in children so that they can use it effectively in solving any problems of life.

Critical Thinking and Problem Solving
Critical thinking is very essential in the case of problem-solving.Critical thinking and problem-solving skill are interrelated with each other.Sometimes these are used as synonym words.
Critical thinking and problem-solving skills comprise the skill of persons to a) reason efficiently, b) ask clear questions and crack problems, c) break down and assess alternative perspective, and d) reflect critically on choices and procedures [28].Trilling and Fadel (2009) suggested that the capability to analyse, understand, evaluate, abridge, and generating new information are known as critical thinking [30].Similarly, Facione (2011) expressed that there are several cores of critical thinking skills [33].They are (1) interpretation, (2) analysis, (3) inference, (4) evaluation, (5) explanation, and ( 6) self-regulation.The summary explanation of these core skills are described in the table 1 below: or other forms of representation."

Explanation
"To state the results of one's reasoning; to justify that reasoning in terms of the evidential, conceptual, methodological, criteriological and contextual considerations upon which one's results were based; and to present one's reasoning in the form of cogent arguments."

Present arguments
Self-Regulation "Self-consciously to monitor one's cognitive activities, the elements used in those activities, and the results educed, particularly by applying skills in analysis and evaluation to one's own inferential judgments with a view toward questioning, confirming, validating, or correcting either one's reasoning or one's results." Self-monitor

Self-correct
Source: Adapted from "Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction.Research Findings and Recommendations."[ 34].
In education, critical thinking can be found back to the work of Socrates, who used questions to inspire people in reducing the gaps and biases through logical reasoning, explain assumptions and provide evidence in their claims.The greatest well-known conceptualization of critical thinking originates in Bloom's taxonomy.However, many have taken the same concepts and defined them differently.An association of taxonomies explaining the educational objectives of evolution from lower level learning of knowledge, comprehension to various goals of critical thinking Table 2 (analysis, evaluate, create etc.).

Theoretical Framework of Problem-Solving Skills
Problem-solving is a procedure, which includes multiple skills like observation, understanding, logical reasoning, synthesis, evaluation etc. to solve a simple or complex problem.The theoretical framework of problem-solving skills is suggested based on the above discussion: Problem-solving skill can be broken down into two core skills.

Critical Thinking Skill
Observation skill refers to gathering information, understanding and interpreting meaning by identifying key points, pattern recognition and finding similarities and differences of a problem or phenomena using all the senses.Critical Thinking skills can be split into six sub-skills (Figure 1).[34].The ability to think rationally, break down tasks or problems into its key parts and recognize cause and effect.Students will able to make a list of actions and resources needed to solve the problem, compare and contrast the elements based on characteristics, classify information to recognize the pattern and drawing conclusion.

Conclusion
21 st Century skill emphasis not only the main academic subject mastery but also skillbased learning outcome.Problem-solving skill is the most crucial ability demanded by our society and the vital element to enhance students' comprehending knowledge and prepare them to survive future challenges in life.To unlock the full potential of students we not only need to develop their problemsolving skills but also integrate our teachinglearning to satisfy the goal of 21 st -century skills.We have to incorporate problem-solving skills in our curriculum to prepare our students adequately for the fast-moving future.
The government, education policymakers and respective stakeholders must come forward to change our education system for creating individuals as a "problem solvers".

➢
Living in the World 8. Citizenship -local and global 9. Life and career 10.Personal and social responsibility -as well as cultural awareness and competency : a) Cognitive-Problem solving occurs inside the student's cognitive system.It can only be inferred incidentally from the student's behaviour or perspective which includes students biological changes, self-analysis, and activities throughout the problem-solving.b) Process-Problem-solving contains intellectual calculations.This involves applying some actions to an intellectual representation so that it creates a new intellectual representation.c) Directed-Problem-solving is intended to accomplishing an objective.d) Personal-Problem-solving influenced by the previous knowledge of the students.Therefore, a problem sometimes becomes a problem for one person and sometimes that's not a problem for a person who already knows how to solve it.

5 . 6 .
Decision-Making Skill: Decision-making means making choices, solving problems, selecting the best alternative.Decisionmaking skills enable a student to identify an appropriate assumption by evaluating the sources of evidence, use judgement to choose an appropriate and timely course of action.Students are able to judge the effectiveness of the solution and justify the solution process based on reasoned arguments.Synthesizing Skill: Synthesis is the capability to combine parts of a whole in new and different ways.It needs children to think openly, relate knowledge from several sources, determine alternatives, generalize ideas from explored facts and generate new ways to achieve a specified task.Synthesize enhances a higher level of intellectual thinking.

Figure 1 .
Figure 1.The framework of Critical Thinking skills

Table 1 .
Core Critical Thinking Skills Interpretation"To comprehend and express the meaning or significance of a wide variety of experiences, situations, data, events, judgments, conventions, beliefs, rules, procedures or criteria."CategorizeDecodesignificance Clarify meaningAnalysis "To identify the intended and actual inferential Examine ideas