Supporting Collaborative Problem Solving in Engineering Design Teams

2006 ◽  
Author(s):  
Scott Schaffer ◽  
Kimfong Lei
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Collaborative Problem Solving ◽  
Design Teams ◽  
Collaborative Problem

scholarly journals PROYEK DESAIN REKAYASA DALAM PEMBELAJARAN IPA UNTUK MENINGKATKAN COLLABORATIVE PROBLEM SOLVING DAN PEMAHAMAN KONSEP

2021 ◽  
Vol 11 (2) ◽  
pp. 47-59
Author(s):  
Fitri Nuraeni - ◽  
Zhaza Nabila Zahra
Keyword(s):  
Problem Solving ◽  
Engineering Design ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Post Test

Keterampilan Collaborative Problem Solving (CPS) merupakan suatu keterampilan abad 21 yang dianggap penting. Keterampilan CPS dapat dikembangkan melalui pembelajaran berbasis proyek. Namun dalam implementasinya, guru dan siswa sering mengalami berbagai kesulitan. Salah satu strategi untuk menyiasati hal tersebut adalah dengan mengintegrasikan kegiatan rekayasa. Melalui metode analisis deskriptif, penelitian ini mengungkap bagaimana Proyek Desain Rekayasa, yaitu pembelajaran yang mengintegrasikan engineering design dan pembelajaran berbasis proyek, mampu mengembangkan keterampilan CPS dan meningkatkan pemahaman konsep siswa. Empat belas orang siswa kelas delapan terlibat sebagai subjek penelitian, dimana siswa melakukan sebuah proyek untuk memecahkan suatu masalah secara berkolaborasi melalui aktivitas perekayasaan. Keterampilan kolaborasi siswa diukur melalui observasi selama pembelajaran berlangsung. Sedangkan, kemampuan siswa dalam pemecahanan masalah serta pemahaman konseptual siswa diukur dengan menggunakan pre-test dan post-test. Hasil penelitian menunjukkan bahwa Proyek Desain Rekayasa mampu memfasilitasi siswa untuk mengembangkan keterampilan collaborative problem-solving serta meningkatkan pemahaman konsep siswa mengenai sistem peredaran darah pada manusia.

Exploring graduate students’ collaborative problem-solving in engineering design tasks

2021 ◽  
pp. 1-21
Author(s):  
Danielle Herro ◽  
Nathan McNeese ◽  
Robert O’Hara ◽  
Kristin Frady ◽  
Debi Switzer
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Engineering Design ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

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