The Reasoning Method can be used whenever children are required to think about factual information or propositions,

• which are presented to them, or
• which they themselves have determined, or
• which they themselves have recalled from past experience.

This method applies to situations where children, mainly by their own efforts, go beyond the information given in order,

• to see associations and causal relationships
• to form concepts, judgements and opinions
• to solve problems
• to evaluate
• to recognise implications, etc.

The Reasoning Method does not imply that the teacher controls the children's thought processes, although it may be necessary to control the situations in which the thought processes are to be applied.

Hence, in some situations, the function of the teacher is limited to organizing and re-organizing the situation to facilitate the children's thinking. In other situations, where predetermined outcomes are neither apparent nor desirable for the children, the teacher's role will be even less active; he or she becomes an observer, giving support and leadership only when necessary by hint, demonstration or questions of the open-ended type.

Requirements of the Method

1. A situation which is perceived by the child as "incomplete", as challenging," and as demanding thought; a situation where the child must respond but does not have immediately available the methods, information or both to arrive at a solution without further thinking.

The children must have before them general or specific questions. These may be provided by the teacher or by other children, or the child may determine them for him or her self. Questions must be formulated clearly so that thinking will follow.

It may be necessary for the teacher to give individual assistance in the formulation and understanding of questions.

2. In association with the clear stating and delimiting of the questions the teacher may undertake:

• to help children decide the forms in which the findings, conclusions or solutions may appear,
• to assist students to decide which concepts, information and/or principles are pertinent to the task or problem,
• to decide upon such aspects of past experiences as are relevant, or which aspects of the present situation merit attention.

3. Time for children to examine problems or situations.

4. Discussion of the outcomes of children's thought (opinions, judgements, solutions etc.)

The latter will involve one or all of the following:

• Having children report their findings etc. in either oral or written form.
• Restatement of findings either by the teacher or by pupils for the purpose of clarification.
• Collection and/or comparison of the findings of various children.
• Assessment and evaluation of the results of children's thought.
• Restructuring of and redefining the situation. Where the efforts of children are unsuccessful or inadequate the teacher can attempt to restructure the situation in one or more of the following ways:

  • (i) Checking the children's definition of key terms and their understanding of the questions and the situation.
  • Emphasizing pertinent attributes of the data.
  • Recalling relevant principles from previous learnings.
  • Informing children as to their performance.
  • Discussing possible solutions with a view to helping children formulate their own hypotheses.
  • Bringing the present situation into focus by relating it to past experiences and by comparing and contrasting it with earlier discoveries.
  • Rearranging elements of the problem or situation.
  • Introducing additional elements to provide cues to direct thinking.
  • Providing verbal directions to help children channel their thoughts
  • Providing for the sharing of findings,

5. Organisation and/or evaluation of specific findings and, if appropriate, extension to a generalization. In many instances the outcome of a reasoning exercise will raise problems and suggest questions, requiring further thought, investigation and explanation.

6. If the outcome of reasoning is recognition of a principle, some application of that principle should be planned for.

In its most complete form the Reasoning Method will involve:

Step 1. One or both of the following:

(a) Posing the problem.

(b) Presentation of a situation, media, area of experience.

Step 2. Investigating the problem.

Step 3. Consideration of results.

Step 4. Application and/or determination of further activities.

Note: Restructuring and redefining the questions and problems may occur in Step 2 or Step3. In mathematics and science, for example, the investigation may be concerned, first with methods for solving the stated problem, and second, with the application of the suggested methods to the problem. If the reasoning has to be strictly guided, Steps 1 to 3 may have to be repeated several times within the lesson to secure a well ordered development towards the predetermined goal. In many lessons, the Reasoning Method will be integrated with other basic methods, especially the Study Method e.g. the problem may be suggested by the findings of a simple study.