scholarly journals The Impact of Scaffolding Prompts on the Collaborative Problem Solving of Ill-structured Tasks by Undergraduate Engineering Student Groups

2020 ◽  
Author(s):  
Taylor Tucker ◽  
Saadeddine Shehab ◽  
Emma Mercier
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Engineering Student ◽  
Student Groups ◽  
Undergraduate Engineering ◽  
Collaborative Problem ◽  
The Impact

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.

Assessing the Success of an Industrial Cluster

2012 ◽  
Vol 3 (3) ◽  
pp. 21-36 ◽  
Author(s):  
Neil Reid ◽  
Bruce W. Smith
Keyword(s):  
Problem Solving ◽  
Development Strategy ◽  
Industrial Cluster ◽  
Industrial Clusters ◽  
Collaborative Problem Solving ◽  
Energy Costs ◽  
Collaborative Problem ◽  
Regional Development Strategy ◽  
The Impact ◽  
Reducing Energy

Industrial clusters have received considerable attention as a regional development strategy. While their efficacy has been debated by academics, clusters have become popular among practitioners. Despite clusters’ acceptance, there have been few attempts to measure their success or their impact on constituent firms. This paper outlines and discusses the metrics developed to evaluate the success of the northwest Ohio greenhouse cluster. The cluster was launched in 2004 to help the industry become more competitive though collaborative problem solving. In identifying success metrics, the authors were cognizant of the fact that they had to reflect the cluster’s objectives and goals. Thus metrics that measured the impact of branding and marketing efforts, reducing energy costs, and increasing collaboration among cluster stakeholders were developed. The work reported in this paper is only the beginning phases of a longer-term, on-going effort to track the progress and success of the northwest Ohio greenhouse cluster.

Assessing the Success of an Industrial Cluster

2013 ◽  
pp. 1053-1068
Author(s):  
Neil Reid ◽  
Bruce W. Smith
Keyword(s):  
Problem Solving ◽  
Regional Development ◽  
Development Strategy ◽  
Industrial Clusters ◽  
Collaborative Problem Solving ◽  
Energy Costs ◽  
Collaborative Problem ◽  
Regional Development Strategy ◽  
The Impact ◽  
Reducing Energy

Industrial clusters have received considerable attention as a regional development strategy. While their efficacy has been debated by academics, clusters have become popular among practitioners. Despite clusters’ acceptance, there have been few attempts to measure their success or their impact on constituent firms. This paper outlines and discusses the metrics developed to evaluate the success of the northwest Ohio greenhouse cluster. The cluster was launched in 2004 to help the industry become more competitive though collaborative problem solving. In identifying success metrics, the authors were cognizant of the fact that they had to reflect the cluster’s objectives and goals. Thus metrics that measured the impact of branding and marketing efforts, reducing energy costs, and increasing collaboration among cluster stakeholders were developed. The work reported in this paper is only the beginning phases of a longer-term, on-going effort to track the progress and success of the northwest Ohio greenhouse cluster.

scholarly journals Collaborative Robotics, More Than Just Working in Groups

2017 ◽  
Vol 56 (7) ◽  
pp. 979-1004 ◽  
Author(s):  
Kellie Taylor ◽  
Youngkyun Baek
Keyword(s):  
Problem Solving ◽  
Learning Motivation ◽  
Collaborative Problem Solving ◽  
Process Skills ◽  
Science Process Skills ◽  
Collaborative Robotics ◽  
Experience Level ◽  
Positive Effects ◽  
Collaborative Problem ◽  
The Impact

The purpose of this study was to determine what collaborative interventions produce positive effects for students working on collaborative robotics projects for science process skills, collaborative problem-solving, and learning motivation. In addition, the study examined the impact students’ prior robotics experience had on science process skills, collaborative problem-solving, and learning motivation. The results indicated experience level and collaboration interventions can have impacts on students. Assigned Group Roles had positive effects on students’ motivation and collaborative problem-solving. Experience level also had effects upon student learning motivation and collaborative problem-solving with the Novice status associated with higher levels as compared with students who had more experience. A collaboration intervention was identified that has the potential to produce positive effects for students in collaborative robotics projects as well as assist classroom educators in the purposeful design of collaborative robotics projects with scientifically based strategies to improve the attitudinal outcomes for students of various robotics experience.

scholarly journals Exploring the impact of changes in my practice on one pupil’s learning in mathematics. Joseph – A case study

2018 ◽  
Vol 6 (1) ◽  
pp. 143-160
Author(s):  
Anne T. Mulligan
Keyword(s):  
Comparative Analysis ◽  
Problem Solving ◽  
Qualitative Methods ◽  
Collaborative Problem Solving ◽  
Theory Approach ◽  
Collaborative Problem ◽  
Research Questions ◽  
The Impact ◽  
Grounded Theory Approach

This case study emerged from Action Research involving Year 2 pupils. The purpose of the research was to examine the effect that changing my practice had on my pupils’ learning in mathematics. I focused on Joseph, a higher attaining pupil and explored how his behaviour changed as I began to change aspects of my teaching. My research questions focused on tasks I provided for pupils, strategies they used to find solutions and my use of questioning to challenge their thinking. The data came from lesson observations, transcripts, samples of pupils’ work and notes from my research diary. Qualitative methods such as theme and comparative analysis were employed to analyse the data using a grounded theory approach. This case study does not claim that because one pupil experienced these changes they were experienced by all. It shows the changes that are possible when an environment of collaborative problem solving is created.

scholarly journals Computer-Based Collaborative Problem Solving in PISA 2015 and the Role of Personality

2019 ◽  
Vol 7 (3) ◽  
pp. 15 ◽  
Author(s):  
Matthias Stadler ◽  
Katharina Herborn ◽  
Maida Mustafić ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Structural Equation ◽  
Student Assessment ◽  
Investment Model ◽  
Collaborative Problem Solving ◽  
Big Five Personality ◽  
International Student Assessment ◽  
Social Collaboration ◽  
Collaborative Problem ◽  
The Impact

Collaborative problem solving (CPS) is an essential 21st century skill at the intersection of social collaboration and cognitive problem solving, and is increasingly integrated in educational programs, such as the influential Programme for International Student Assessment (PISA). As research has identified the impact of the Big Five personality traits either on cognitive ability or social collaboration skills in groups, this study firstly identified their impact on the conjoint construct of CPS. Results from structural equation modelling (N = 483) found openness to experience and agreeableness as predictors for CPS performance. The results are embedded in the lifelong learning and investment model by Ackermann and provide implications for PISA 2015, as original PISA 2015 CPS tasks were used.

Does collaborative problem-solving matter in primary school? The issue of control actions

2019 ◽  
pp. 143-157
Author(s):  
Ioannis Papadopoulos ◽  
Aikaterini Diakidou
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Collective Work ◽  
Control Actions ◽  
The Impact ◽  
Social Metacognition ◽  
The Way

In this paper we follow three Grade 6 students trying to solve (at first individually, and then in a group) arithmetical and geometrical problems. The focus of the study is to identify and compare the various types of control actions taken during individual and collaborative problem-solving to show how the collective work enhances the range of the available control actions. At the same time the analysis of the findings give evidence about the impact of the collaborative problemsolving on the way the students can benefit in terms of aspects of social metacognition.

scholarly journals Measuring the Impact of Interdependence on Individuals During Collaborative Problem-Solving

2021 ◽  
Vol 8 (1) ◽  
pp. 75-94
Author(s):  
Zachari Swiecki
Keyword(s):  
Problem Solving ◽  
Task Design ◽  
Collaborative Problem Solving ◽  
Individual Level ◽  
Collaborative Problem ◽  
Novel Method ◽  
The Individual ◽  
The Impact ◽  
Level Of Analysis ◽  
Over Time

Collaboration analytics often focuses on assessing and monitoring individuals during collaborative problem-solving (CPS). A defining feature of CPS is the interdependence that exists between individuals when they work together — that is, how they respond to and influence one another over time. While models that account for the impact of interdependence at the individual level of analysis (interdependent models) exist, they are often highly complex. This complexity makes them potentially difficult to use in assessments and systems that need to be explainable for educators, learners, and other researchers. Measures of the impact of interdependence at the individual level of analysis could inform decisions as to whether interdependent models should be used, or whether simpler models will suffice. Such measures could also be used to investigate specific questions about interdependence in collaborative settings. In this paper, I present a novel method of measuring the impact of interdependence on individuals using epistemic network analysis. To provide evidence of the validity of the measure, I compare it to qualitative findings that describe the impact of interdependence on individuals participating in team training scenarios. To demonstrate the value of the measure, I use it to assess the impact of interdependence in these data overall and to test hypotheses regarding the collaborative task design. My results suggest that the measure can distinguish between individuals who have been impacted by interdependence differently, that interdependence is impactful in these data overall, and that aspects of the task design may have affected how some individuals were impacted by interdependence.

Sign in / Sign up

Export Citation Format

Share Document