Many skills and processes are taught in a naturally evolving manner when using the problem method. Questions about space and location in space can be found on most lists of questions students ask. "Where" is a commonly used beginning word and can lead to the study of map and globe skills. "When" questions lead to the study of time and chronology. "How" questions lead to the learning of life sustaining skills and processes of many kinds. "Why" questions encourage critical thinking skills. The teacher cannot be sure that all basic skills and processes will be comprehended to the degree that they will be performed with ease unless special, specific lessons are designed to teach them. The taxonomy of skills published by the National Council for the Social Studies in the Thirty-second Yearbook and scope and sequence charts for texts are good sources to consult when planning to systematically meet the needs of learners concerning basic skills and processes. Local or state curriculum guides often also contain similar listings.
Special lessons to teach these skills and processes must be planned by the teacher during step three. Skills taught in reading and language arts are also an important aspect of social studies and science lessons. Some skills are most commonly a part of social studies; others are most often used in science. Kuhn (1971) states how many such lessons are appropriate for a unit.
As a general guide, not more than one specific study skill should be included as a part of the basic unit guide. Not more than two class periods should be devoted to this skill. An "at the moment decision" to initiate a lesson on study or evaluation skills application often provides the best motivational setting. Even so, not more than one skill should be emphasized as a result of such a decision during a given unit or activity if that unit also includes preplanned skill lessons. Under no circumstances should more than two skills be emphasized during the study of a particular unit.
It is helpful if students see a need to use the skill or process. Providing opportunity for their use will create such a need. After students perceive the need the skill or process can be taught in a systematic and direct manner. Later many opportunities for practice can be provided in the unit. Succeeding units can occasionally provide time for their use.
As shown in the diagram of the problem method one step builds upon another and is depended on another. In order to be able to locate and record information in the best possible manner it is sometimes necessary to return to steps one and two. Something can be added to the classroom setting to insure continued motivation. New questions may need to be asked; old questions may need to be refined in order to find more and better information. By this time videos, field trips, and speakers will be motivating. It will become necessary to ask new questions related to these new experiences. The questions can be added in the appropriate categories or on separate sheets.
Students soon learn that not all of their questions will have complete answers and some may have no answers at all. How different these experiences are from didactic textbook lessons or lectures where the answer must be found or the student fails.
One step builds on another. During step three a teacher may need to provide more motivation as well as help students ask new questions or refine old ones.