Problem-solving software is used to help students develop problem-solving skills. Although there is plenty of software that can help build this skill, there is specific software that teachers can use to work specifically on this skill. Keep in mind the three important components of problem-solving skills: recognizing a goal, the process, and mental activity. There are also two different approaches. Content-area problem-solving skills focus on the content skills, such as math or reading, whereas content-free skills teaches a general approach to solving problems without using focusing on a specific content area.

Selecting Good Problem-Solving Software

All problem-solving software should be interesting and engaging, as well as be able to let the teacher know what specific problem-solving ability is being worked on in the software.

Benefits of Problem-Solving Software

Problem-solving is a logic skill, so by using this kind of software, logic skills can also develop, which will help when it comes to math and science content-areas. Problem-solving software can also help students:

• Improve interest and motivation - students are more likely to practice problem-solving in activities they find interesting
• Prevents inert knowledge - by using problem-solving software, students are able to see where concepts may apply to every day situations

Limitations and Problems with Problem-Solving

Although problem-solving software can help students, it can also be difficult to use for students to use if they have difficulty with logic skills. Some other negatives that problem-solving software has are:

• Name versus skills - software packages may use many different words to describe what problem-solving skill is being addressed, and it is up to the teacher to decipher this
• Software claims versus effectiveness - not very many publishers of problem-solving software can support their claims with collected data
• Possible negative effects of directed instruction - some researchers believe that a direct approach to problem-solving can be counterproductive
• Transfer - there is little evidence to support that problem-solving skills will transfer to content-area skills