Team Knowledge-Building Processes and Problem-Solving Outcomes: An Empirical Investigation

2011 ◽  
Author(s):  
Michael A. Rosen ◽  
Stephen M. Fiore ◽  
Eduardo Salas
Keyword(s):  
Problem Solving ◽  
Empirical Investigation ◽  
Knowledge Building

Collaborative dialogue: opportunities and challenges in vocabulary acquisition and retention of threshold EFL learners

2020 ◽  
Vol 58 (2) ◽  
pp. 133-160
Author(s):  
Moussa Ahmadian ◽  
Azar Tajabadi
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Knowledge Building ◽  
Convincing Evidence ◽  
Collaborative Dialogue ◽  
Efl Learners ◽  
Joint Problem ◽  
Interactionist Perspective ◽  
Joint Problem Solving

AbstractBelonging to the interactionist perspective, the collaborative dialogue is a technique which engages learners in joint problem-solving and knowledge building. With the aim of investigating the link between this technique and vocabulary acquisition and retention, this study was conducted with 18 threshold English as a Foreign Language (EFL) learners who were randomly chosen and put in 6 groups. They were given 6 lexical-focused tasks to be completed collaboratively and their interaction was audio-recorded. The instances of lexical-based language-related episodes (LREs) were identified in the transcribed dialogues and their outcomes were coded as “correctly resolved”, “incorrectly resolved”, and “unresolved”. The frequency of the LREs was computed; it was found that the learners were able to solve the lexical problems they encountered to a very large extent. Furthermore, the analysis of LREs and the comparison of posttest and delayed posttest scores provided convincing evidence of a link between the outcomes of LREs and the learners’ vocabulary acquisition and retention, suggesting that “correctly resolved” LREs resulted in learning and retaining the target words, while “unresolved” LREs led to non-significant learning and “incorrectly resolved” LREs led to learning the wrong meaning of the vocabulary items. The findings along with the opportunities and challenges of collaborative dialogue are discussed and possible implications for language teaching are explained.

scholarly journals Different stories of group work: Exploring problem solving in engineering education

2012 ◽  
Vol 8 (1) ◽  
pp. 3-16 ◽  
Author(s):  
Maria Berge ◽  
Anna T. Danielsson ◽  
Åke Ingerman
Keyword(s):  
Problem Solving ◽  
Small Groups ◽  
Group Work ◽  
Empirical Investigation ◽  
Boundary Work ◽  
The Other ◽  
Engineering Student ◽  
Master's Programs ◽  
Student Community ◽  
Engineering Physics

This article aims to further the understanding of group work in higher education, primarily in science.This is done through an empirical investigation of problem solving in small groups. Position theory isused as an analytic tool for describing the complex and dynamic processes of group work, focusing simultaneously on the physics content and the student community and how they constitute each other. We analysed four video-recorded sessions with students from two Master’s programs, Engineering Physics and Bioengineering, respectively. The students addressed two introductory mechanics problems.The analysis resulted in a characterisation in terms of seven ‘storylines’ of two different kinds. These are argued to reflect different aspects of engineering student communities, where one kind of storylines captures ways of approaching the problems and the other kind exemplifies boundary work involved in the constitution of communities.

An empirical investigation into student's mathematical word-based problem-solving process: A computerized approach

2018 ◽  
Vol 34 (6) ◽  
pp. 928-938 ◽  
Author(s):  
Abdelhafid Chadli ◽  
Erwan Tranvouez ◽  
Youcef Dahmani ◽  
Fatima Bendella ◽  
Karima Belmabrouk
Keyword(s):  
Problem Solving ◽  
Empirical Investigation ◽  
Problem Solving Process

Math Talk as Discourse Strategy

2018 ◽  
pp. 205-220
Author(s):  
Stacy Costa
Keyword(s):  
Problem Solving ◽  
Knowledge Building ◽  
Visual Representation ◽  
Visual Representations ◽  
Student Understanding ◽  
Mathematical Understanding ◽  
Socratic Method ◽  
Math Talk ◽  
Mathematical Terminology ◽  
Discourse Strategy

Mathematical understanding goes beyond grasping numerical values and problem solving. By incorporating visual representation, students can be able to grasp how math can be understood in terms of geometry, which is essentially a visual device. It is important that students be able to incorporate visual representations alongside numerical values to gain meaning from their own knowledge. However, it is also vital that students understand mathematical terminology, via a dialogical-rhetorical pedagogy that now comes under the rubric of “Math Talk,” which in turn is part of a system of teaching known as knowledge building, both of which aim to recapture, in a new way, the Socratic method of dialogical interaction. This chapter explores how knowledge building, as a methodology, can assist in furthering student understanding and how math talk leads to a deeper understanding of mathematical principles.

The Integrative Team Knowledge Building Training Strategy in Distributed Problem-Solving Teams

2014 ◽  
Vol 45 (5) ◽  
pp. 568-591 ◽  
Author(s):  
Joan R. Rentsch ◽  
Lisa A. Delise ◽  
Abby L. Mello ◽  
Melissa J. Staniewicz
Keyword(s):  
Problem Solving ◽  
Knowledge Building ◽  
Training Strategy ◽  
Distributed Problem Solving ◽  
Problem Solving Teams
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