scholarly journals Exploring Collaborative Problem Solving Behavioral Transition Patterns in Science of Taiwanese Students at Age 15 According to Mastering Levels

2021 ◽  
Vol 13 (15) ◽  
pp. 8409
Author(s):  
Cheng-Hsuan Li ◽  
Pei-Ling Tsai ◽  
Zhi-Yong Liu ◽  
Wen-Chieh Huang ◽  
Pei-Jyun Hsieh
Keyword(s):  
Achievement Gap ◽  
Problem Solving ◽  
Gender Gap ◽  
Sequential Analysis ◽  
Collaborative Problem Solving ◽  
Behavioral Sequence ◽  
International Student Assessment ◽  
Collaborative Problem ◽  
Urban Rural ◽  
Behavioral Transition

This study analyzed the collaborative problem solving (CPS) behavioral transition patterns of 53,859 Taiwanese students in science at age 15 by using an online Taiwanese CPS assessment that was designed according to the Programme for International Student Assessment 2015 CPS framework. Because of behavioral changes over the testing period, the CPS target skills that corresponded to the assessment items can be viewed as a CPS behavioral sequence. Hence, a lag sequential analysis was applied to explore the significance of the interactions among the CPS skills. The behavioral sequence is coded according to the level of mastery (0, 1, or 2) of items. The CPS transition patterns were analyzed in three gaps, namely the gender gap, the urban–rural gap, and the achievement gap. The findings showed that “Monitoring and repairing the shared understanding” was a crucial CPS skill in science. Moreover, the female students who would follow rules of engagement effectively exhibited higher scores than male students did in monitoring the results of their actions and evaluating their success in solving the problem. No obvious differences were observed in the urban–rural gap, whereas differences were observed in the achievement gap.

scholarly journals Assessing Collaborative Problem Solving Competency Through Integrated Natural Science Teaching of the Topic “nonmetals” in Chemistry Grade 11

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Vu Phuong Lien
Keyword(s):  
Problem Solving ◽  
Science Teaching ◽  
Natural Science ◽  
Educational Administration ◽  
International Student ◽  
Student Assessment ◽  
Collaborative Problem Solving ◽  
International Student Assessment ◽  
Collaborative Problem ◽  
Problem Solving Competency

Study the structure of collaborative problem solving (CPS) competence through teaching of the topic “nonmetals” using integrated natural science approach, the paper proposes a topic-building process, corresponding indicators, assessment toolkit, and teaching implementation process and measures for the formation and development of students’ CPS competence. Key words Competence, collaborative problem solving competency, integrated natural science teaching, teaching properties of nonmetals References 1. Greiff, S. (2012), From interactive to collaborative problem solving: current issues in the Programme for International Student Assessment. 2. Grinffin, E. C. (2015), Assessment of Collaborative Problem Solving. 3. NESTA, Solved! Making the case for collaborative problem-solving4. Kỉ yếu hội thảo dạy học tích hợp dạy học phân hóa (2014)5. Patrick Griffin, Esther Care, 2015, Assessment and teaching of 21st Century 6. Patrick Griffin, Esther Care, 2015, Developing learners’ collaborative problem solving skills. 7. PISA 2015, Draft Collaborative Problem Solving framework, OECD Programme for International Student Assessment 2015 8. PISA 2015 Released field trial cognitive items, OECD Programme for International Student Assessment 2015 9. PISA 2018, Draft framework 10. Richard M. Fealder, Rebecca Brent, Cooperative Learning 11. Rod Ellis, The Methodology of Task-based teaching 12. Weinert, F. E. (2001), Concept of Competence: a conceptual definition. In: Rychen, D.S.; Salganik, L.H., eds. Defining and Selecting Key Competencies, p46. 13. Worf, A. (1995), Competence – Based Assessment.14. Lê Thái Hưng, Vũ Phương Liên, Nguyễn Thị Phương Vy, Assessing Collaborative Problem Solving Competency Through Integrated Theme Based Teaching Chemistry, Proceedings of the International Conference on Research of Educational Administration and Management (ICREAM 2017), October 17, 2017, Bandung, Indonesia, Taylor & Francis Group, UK.15. Trần Trunh Ninh, Vũ Phương Liên, Năng lực hợp tác giải quyết vấn đề của học sinh thông qua dạy học Hóa học THPT, Tạp chí Khoa học Giáo dục, Số 2, 02/ 2018. 16. Vũ Phương Liên, Ngô Nam Sinh, Hình thành năng lực hợp tác giải quyết vấn đề thông qua dạy học hóa học theo hình thức trải nghiệm, Tạp chí Khoa học Giáo dục, Số 146, 11/2017 17. Vũ Phương Liên, Lê Thái Hưng, Ngô Ngọc Kiên, Bước đầu triển khai dạy học tích hợp liên môn các môn khoa học tự nhiên ở trường THPT, Tạp chí Giáo dục, số 380, 4/2016

scholarly journals Investigating Sequence Patterns of Collaborative Problem-Solving Behavior in Online Collaborative Discussion Activity

2020 ◽  
Vol 12 (20) ◽  
pp. 8522
Author(s):  
Yafeng Zheng ◽  
Haogang Bao ◽  
Jun Shen ◽  
Xuesong Zhai
Keyword(s):  
Problem Solving ◽  
Sequential Analysis ◽  
Well Being ◽  
Multidimensional Analysis ◽  
Collaborative Problem Solving ◽  
Analysis Method ◽  
Collaborative Problem ◽  
Collaborative Discussion ◽  
Low Performance ◽  
Time Sequences

Collaborative problem solving (CPS) is an influential human behavior affecting working performance and well-being. Previous studies examined CPS behavior from the perspective of either social or cognitive dimensions, which leave a research gap from the interactive perspective. In addition, the traditional sequence analysis method failed to combine time sequences and sub-problem sequences together while analyzing behavioral patterns in CPS. This study proposes a developed schema for the multidimensional analysis of CPS. A combination sequential analysis approach that comprises time sequences and sub-problem sequences is also employed to explore CPS patterns. A total of 191 students were recruited and randomly grouped into 38 teams (four to six students per team) in the online collaborative discussion activity. Their discussion transcripts were coded while they conducted CPS, followed by the assessment of high- and low- performance groups according to the developed schema and sequential analysis. With the help of the new analysis method, the findings indicate that a deep exploratory discussion is generated from conflicting viewpoints, which promotes improved problem-solving outcomes and perceptions. In addition, evidence-based rationalization can motivate collaborative behavior effectively. The results demonstrated the potential power of automatic sequential analysis with multidimensional behavior and its ability to provide quantitative descriptions of group interactions in the investigated threaded discussions.

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.

Incorporation of Collaborative Problem Solving and Cognitive Tools to Improve Higher Cognitive Processing in Online Discussion Environments

2019 ◽  
Vol 58 (1) ◽  
pp. 249-272 ◽  
Author(s):  
Sheng-Yi Wu
Keyword(s):  
Problem Solving ◽  
Learning Community ◽  
Cognitive Processing ◽  
Sequential Analysis ◽  
Concept Maps ◽  
Online Discussion ◽  
Teaching Strategy ◽  
Collaborative Problem Solving ◽  
Cognitive Tools ◽  
Collaborative Problem

During collaborative learning in online learning communities, teachers usually guide their students through the learning process by means of discussion-based didactics. According to relevant research, an uncontrolled, nonintrusive discussion environment is usually insufficient for promoting higher cognitive processing (HCP). To address this insufficiency, we adopted a collaborative problem solving approach as a teaching strategy to tutor students in online discussion activities using concept maps as a cognitive tool and using Facebook for communication within the learning community. We examined the system using quantitative content analysis and lag sequential analysis to verify the feasibility of the system for improving HCP. The results of this study indicate that the system is capable of guiding cognition and improving HCP. However, the results with respect to improvement must be evaluated after taking into account the appropriateness and difficulty of the questions that were posed to the learners. Moreover, by incorporating a scaffolding function as a teaching strategy and through the application of cognitive tools, learners were better able to concentrate on the learning activities.

scholarly journals Factors Predicting Collaborative Problem Solving: Based on the Data From PISA 2015

2021 ◽  
Vol 6 ◽  
Author(s):  
Pan Tang ◽  
Hao Liu ◽  
Hongbo Wen
Keyword(s):  
Problem Solving ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Hierarchical Linear Model ◽  
Collaborative Problem Solving ◽  
School Level ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Collaborative Problem

Collaborative problem solving (CPS) competency is critical in the twenty-first century. The Program for International Student Assessment (PISA) launched a large-scale assessment of CPS competency for the first time in 2015. Beijing, Shanghai, Jiangsu, and Guangdong provinces in China participated the assessment and scored an average of 496, which was slightly lower than the OECD average 500 and ranked 25th among the 51 countries and economies participating in the assessment. Therefore, this research was conducted to dig into the factors predicting students’ CPS competency, and help students improve it. Most research about CPS has fallen into the construction of the CPS framework and the effectiveness of CPS; research focusing on the factors predicting CPS competency is rare. Accordingly, a hierarchical linear model (HLM) was constructed to investigate the factors predicting students’ CPS competency in the current research. The model revealed that there was a large difference of students’ CPS competency among schools. In addition, among student-level variables, gender, grade, ESCS, ICT resources, students’ attitude toward CPS, and teacher unfairness were effective in predicting students’ CPS competency; among school-level variables, school location, schools’ ESCS and the proportion of all teachers fully certified predicted students’ CPS competency positively. The findings implied that in order to enhance students’ CPS competency, CPS competency training should be permeated through all the subjects; schools should employ teachers who are fully qualified; teachers should treat each student fairly; and students should be provided with more ICT resources and etc.

Comparative analysis of student performance in collaborative problem solving: What does it tell us?

2020 ◽  
Vol 64 (3) ◽  
pp. 282-303
Author(s):  
Claire Scoular ◽  
Sofia Eleftheriadou ◽  
Dara Ramalingam ◽  
Dan Cloney
Keyword(s):  
Problem Solving ◽  
Student Performance ◽  
International Student ◽  
Student Assessment ◽  
Collaborative Problem Solving ◽  
Policy Makers ◽  
International Student Assessment ◽  
Collaborative Problem ◽  
Complex Skill ◽  
Computer Based

Collaboration is a complex skill, comprised of multiple subskills, that is of growing interest to policy makers, educators and researchers. Several definitions and frameworks have been described in the literature to support assessment of collaboration; however, the inherent structure of the construct still needs better definition. In 2015, the Organisation for Economic Cooperation and Development, in their Programme for International Student Assessment assessed 15-year-old students’ collaborative problem solving achievement, with the use of computer-simulated agents, aiming to address the lack of internationally comparable data in this field. This paper explores what the data from this assessment tell us about the skill, and how these data compare with data from two other assessments of collaboration. Analyses enable comment on the extent to which the three assessments are measuring the same construct, and the extent to which the construct can be covered using computer-based assessments. These investigations generate better understanding of this complex and innovative domain.

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