scholarly journals NURSING EDUCTION: FROM CLASSROM TO COMPUTERS – THE NEW MEXICO NURSING EDUCATION CONSORTIUM’S COLLABORATIVE PROBLEM-SOLVING DURING THE PANDEMIC

2021 ◽  
Author(s):  
Judy Liesveld ◽  
Kimberly Petrovic ◽  
Teresa G. León ◽  
Susan Grohman ◽  
Mary Wright
Keyword(s):  
Nursing Education ◽  
New Mexico ◽  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

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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