Modeling Individual and Collaborative Problem Solving in Medical Problem-Based Learning

2005 ◽  
pp. 377-386 ◽  
Author(s):  
Siriwan Suebnukarn ◽  
Peter Haddawy
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Medical Problem ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

scholarly journals The Collaborative Problem Based Learning Model Innovation

2021 ◽  
Vol 11 (4) ◽  
pp. 102
Author(s):  
Endah Hendarwati ◽  
Luthfiyah Nurlaela ◽  
Bachtiar Syaiful Bachri
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Role Model ◽  
Problem Based Learning ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Model Matrix ◽  
Pbl Model

Learning models that can specifically support 21st-century skills which are fundamentals and global in nature, especially in higher education, are still not available. The Problem Based Learning (PBL) model and the Collaborative Learning (CL) model have characteristics that have the potential to support these skills. The purpose of the study is to develop a collaborative problem-based learning (CPBL) model. The study's results are five model syntaxes consisting of problem orientation, organization, collaborative problem solving, presentation and discussion, and evaluation. Besides, a model matrix was produced to guide lecturer and student learning activities to achieve fundamental and global 21st-century skills, namely problem solving, critical thinking, and collaboration. The syntaxes and matrix of the model produced are feasible, valid, and practically implemented to produce graduates who have ready and competitive skills. Thus, the developed CPBL model can become an innovative initial role model for learning to support learning at various levels, especially higher education, to produce graduates who have skills that are ready and competitive in the current era, maybe even in the future.   Received: 18 March 2021 / Accepted: 21 May 2021 / Published: 8 July 2021

scholarly journals Επίλυση προβλήματος και διδασκαλία

2017 ◽  
Vol 2016 (1) ◽  
pp. 321
Author(s):  
Ελευθερία Καλλιμάνη ◽  
Μαρία Κρικώνη
Keyword(s):  
Problem Solving ◽  
Problem Based Learning ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

Τα τελευταία χρόνια φαίνεται να παρουσιάζει ιδιαίτερο ενδιαφέρον για την εκπαιδευτική κοινότητα το ζήτημα της επίλυσης προβλήματος. Η επίλυση προβλήματος νοείται τόσο ως δεξιότητα όσο και ως διδακτική πρακτική και ο όρος εντοπίζεται εξίσου στις απαιτούμενες για τον 21ο αιώνα δεξιότητες και στα ελληνικά Αναλυτικά Προγράμματα Σπουδών. Ωστόσο, στα τελευταία, δεν υπάρχουν αναφορές σχετικά με τους τρόπους μέσω των οποίωνένας εκπαιδευτικός δύναται να καλλιεργήσει τη δεξιότητα επίλυσης προβλήματος στους μαθητές.Σκοπός της έρευνας είναι να διασαφηνίσουμε τον όρο «επίλυση προβλήματος» προτείνοντας παράλληλα τρόπους διδακτικής αξιοποίησης όχι μόνο στη Γενική αλλά και στην Ειδική Αγωγή. Έτσι, για τη Γενική Αγωγή προτείνεται ένα παράδειγμα εφαρμογής σχετικά με τη διδασκαλία που οργανώνεται γύρω από ένα πρόβλημα (Problem based learning) μέσω της αξιοποίησης των καπέλων της σκέψης του De Bono. Αντίστοιχα, για την Ειδική Αγωγή ιδιαίτερο ενδιαφέρον παρουσιάζει το «θεραπευτικό», όπως χαρακτηρίζεται, μοντέλο της από κοινού επίλυσης προβλήματος (Collaborative Problem Solving). Ο όρος «επίλυση προβλήματος» φαίνεται να αποτελεί μια νέα προσέγγιση για τα ελληνικά δεδομένα. Ωστόσο, κρίνεται σημαντική η ενημέρωση και η κατάρτιση των εκπαιδευτικών σχετικά με την πρακτική αυτή καθώς μέσω των ενεργειών επίλυσης προβλημάτων οι μαθητές καλλιεργούν παράλληλα και άλλες δεξιότητες και αποκομίζουν πολλαπλά οφέλη σε ατομικό και κοινωνικό επίπεδο

Automated Question Response During Collaborative Problem Solving in an Epistemic Game Environment

2014 ◽  
Author(s):  
Haiying Li ◽  
Zhiqiang Cai ◽  
Arthur Graesser ◽  
David W. Shaffer
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Game Environment

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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