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Polya Problem-Solving Model (four-stage heuristic)

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The Polya Problem-Solving Model (1957) is described as "one of the earliest problem-solving models" comprising four stages: "i. Understanding the Problem ii. Devising a plan that will lead to the solution iii. Carry out the plan iv. Looking back". In this study the model was operationalized as an instructional treatment: the experimental school's physics teacher was trained in the Polya Instructional Model and taught selected current electricity concepts with it for four weeks, and its effect was compared against lecture method on the PTCE.

Design Implications

Context

Requirements

  • Teachers must be trained in the model before use; in the study the regular physics teacher was trained by the researcher during the first week

Constraints

  • The study applied the model to current electricity concepts in senior secondary school physics over six weeks in two purposively selected Nigerian schools

Target Learners

  • Senior Secondary School Two physics students

Learning Goals

  • Problem solving in physics, specifically current electricity concepts

Claims

Examples

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Key Sources

  • Olaniyan, Ademola Olatide, Omosewo, Esther O., & Nwankwo, Levi I. (2015). Effect of polya problem-solving model on senior secondary school students' performance in current electricity. European Journal of Science and Mathematics Education, 3(1), 97-104. https://ojcs.siue.edu/ojs/index.php/ejsme
Page metadata
Field Value
type design
id polya-four-stage-problem-solving-model
title Polya Problem-Solving Model (four-stage heuristic)
description The Polya Problem-Solving Model (1957) is described as "one of the earliest problem-solving models" comprising four stages: "i.
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — olaniyan-2015

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