BIIG Problem Solving Method
The BIIG problem solving strategy is a new method of approaching real-world word problems in science in a simple, rational way with clarity and sufficient depth. The thought process in the BIIG method consists of four elements represented by four letters: “B” is associated with the numbers and units, “I” is associated with the variables, next “I” is associated with the contextual information and “G” is associated with the actual presentation of the solution. These elements can be applied to any problem-solving format, thereby making it a universal method.[1]
| Elements | Representation | Purpose | Example |
| B | Buddies | Number(s) and Unit(s) | 60 m/s |
| I | Identification | What they represent | v = 60 m/s |
| I | Isolation | Contextual information | vcar = 60 m/s |
| G | Gourmet | Finishing touches | The velocity of car, vcar = 60 m/s |
History
In a 2015 article,[2] Chaitanya Hiremath observed that students faced difficulties in solving lengthy word-problems in physics. In an effort to alleviate some of these difficulties, his teaching approach naturally evolved over the years, which led to the formulation of the new method.
Commissions, panels, and working groups have agreed that reform in science education should be founded on "scientific teaching", in which teaching is approached with the same rigor as science at its best.[3]
Innovation
The conventional problem-solving formats only have the vertical approach or one-dimensional approach. The BIIG method is two-dimensional, with the vertical steps and the horizontal BIIG elements. The new additional dimension provided by the BIIG elements represents the innovation in problem-solving.
In any step, however many there could be, the thought process involves only within the four BIIG elements.
| Elements 'B" | Elements 'I" | Elements 'I" | Elements 'G" | |
| Step 1 | B | I | I | |
| Step 2 | I | I | ||
| Step 3 | G | |||
| Step 4 | B | I | I | G |
| Step 5 | B | I | I | |
| Step 6 | B | G |
As long as the numbers are “buddied up” with their units, “identified” by the appropriate variables, “isolated” within the context, and the answer is presented “gourmet”, or explained in terms of the original question, finding a solution to any complex problem will become seamless, understandable and enjoyable.
The second element of the BIIG method involves the identification of what each buddy represents. This element is most important as it sets the tone of how the rest of the problem solving process will play out. If the student does not understand the information given in the problem and what each piece represents, then what the student does afterwards will be for naught. For example, velocity v = 60 m/s is correct, whereas distance d = 60 m/s is wrong. In spite of using the appropriate equation in both cases here, the later identification will result in a wrong answer. The “gourmet” piece of the BIIG method adds the finishing touches to the final answer, with reliably known digits or significant figures. For example, if a mathematical operation involves 10 divided by 3, the calculator answer is not the final answer. The final answer involves human interpretation based on the precision of the numbers presented.
Focus
The BIIG problem-solving method is unique in that it forces us to concentrate on decoding a real-world word problem completely into meaningful parts and aids us in finding and applying the right formula to easily arrive at the correct solution. As desired, it places less emphasis on the memorization of factual detail and more emphasis on the understanding of concepts. Evidently, this method is beneficial in many ways as it aids students in honing skills in critical thinking, logical approach and attention to detail. As a method for organizing information, it helps students avoid errors and sets them on a path to succeed.
Foundation
Science education is much wider in content than mathematical skill, and it encompasses competence related to dispositions (attitudes and values), cross-functional skills and cognitive self-development. It needs a certain aptitude that can be honed only by training, and the BIIG method offers this opportunity by aiding in the development of cross-functional skills and cognitive self-development. It fosters a passion for learning and serves as a foundation for a new paradigm for problem-solving in any discipline of science worldwide.
References
- ↑ Let your success be BIIG. Eagle Independent. Published 1 May 2015. Retrieved 3 October 2022.
- ↑ Hiremath, C. N.. Let Your Success be BIIG: A New Paradigm for Problem-Solving in Science." International Journal of Physics 3.3 (2015): 113-119. https://doi.org/10.12691/ijp-3-3-4 (Original article).
- ↑ Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., & Wood, W. B. (2004). Scientific Teaching. Science, 304, 521-522. https://www.science.org/doi/10.1126/science.1096022
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