In spite of this fact problem solving skill is developed neither during teacher education nor during in-service training. Every moment of teaching process from preparing to evaluating is textured by problem solving and decision making (Shavelson, 1973 Calderhead, 1993). Teaching is a profession that (similarly to other profession) require high level of content knowledge as well as problem solving skill. Therefore, it is not only of interest to examine how learners acquire knowledge and skills but also how they develop the ability to decide things for themselves and act responsibly in an increasingly complex and difficult world. Sense making is an individual affair, and what the teachers want is not necessarily in accord with the students' constructions. Examples of how learners view their educational process, and how sense making can be identified and described, are given. That is why the student's didactic competence should be used in the instructional process and teachers' and students' sensitivity for classroom participation and student involvement should be increased.
There are no privileged methods of teaching and learning, but most of the teachers have in mind some fuzzy ideas of what good instruction is, and there is a great variety of how teachers involve their students and how students get involved in what happens in school. It aims to demonstrate that effective cultivation of educational experience in schools will lead to a new perspective on the process of teaching and learning. This article focuses on student participation in classrooms.
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