scholarly journals Evaluation of collaborative problem-solving skills: students social and cognitive skills on the parabolic motion material

2021 ◽  
Vol 1806 (1) ◽  
pp. 012038
Author(s):  
N Mashuri ◽  
I M Hermanto ◽  
P Sinaga ◽  
L Hasanah
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Collaborative Problem Solving ◽  
Problem Solving Skills ◽  
Collaborative Problem

scholarly journals Online and other ICT-based Assessment Tools for Problem-solving Skills

2016 ◽  
Vol 11 (04) ◽  
pp. 56 ◽  
Author(s):  
Athanasios Drigas ◽  
Maria Karyotaki
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Large Scale ◽  
Thinking Skills ◽  
Assessment Tools ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Problem Solving Skills ◽  
Collaborative Problem ◽  
Group Members

Problem-solving skills assessment starts with the imperative that the hypothesized construct of skills, is theoretically sound. Secondly, assessment refers to identifying and recording inductive and deductive types of reasoning as well as divergent and convergent thinking skills. The aforementioned procedures should be measured, independent of specific learning domains or knowledge backgrounds. Future research should be oriented towards the development of a prototype set of tasks that would embed problem-solving skills in different content and context areas and that would act as a model for implementation in online large-scale assessments. Furthermore, the classroom provides an environment amenable to collaborative problem solving, in which capturing the progress of students’ both social and cognitive processes through identifying the exchange of implicit and explicit types of information, remains to be sufficiently addressed. Effective collaborative problem-solving assessment is related to well-defined, real-world problems as well as to the provision of respective scaffolds to group members for developing their cognitive and meta-cognitive skills. In other words, effective collaborative problem-solving assessment should bring about and measure group members’ cognitive and meta-cognitive skills, evolving from the social regulation of processes, such as goal setting, connecting information and patterns as well as testing hypotheses.

scholarly journals Chimpanzees ( Pan troglodytes ) coordinate by communicating in a collaborative problem-solving task

2019 ◽  
Vol 286 (1901) ◽  
pp. 20190408 ◽  
Author(s):  
Alicia P. Melis ◽  
Michael Tomasello
Keyword(s):  
Problem Solving ◽  
Pan Troglodytes ◽  
Cognitive Skills ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Pointing Gestures ◽  
Communicative Strategy ◽  
Collaborative Activities ◽  
Successful Collaboration ◽  
Problem Solving Task

Successful collaboration often relies on individuals' capacity to communicate with each other. Despite extensive research on chimpanzee communication, there is little evidence that chimpanzees are capable, without extensive human training, of regulating collaborative activities via communication. This study investigated whether pairs of chimpanzees were capable of communicating to ensure coordination during collaborative problem-solving. The chimpanzee pairs needed two tools to extract fruits from an apparatus. The communicator in each pair could see the location of the tools (hidden in one of two boxes), whereas only the recipient could open the boxes. The subjects were first successfully tested for their capacity to understand the pointing gestures of a human who indicated the location of the tools. In a subsequent conspecifics test, the communicator increasingly communicated the tools’ location, by approaching the baited box and giving the key needed to open it to the recipients. The recipient used these signals and obtained the tools, transferring one of the tools to the communicator so that the pair could collaborate in obtaining the fruits. The study suggests that chimpanzees have the necessary socio-cognitive skills to naturally develop a simple communicative strategy to ensure coordination in a collaborative task.

scholarly journals PENGEMBANGAN LEMBAR KERJA MAHASISWA BERBASIS PEMECAHAN MASALAH KOLABORATIF BERBANTUAN SIMULASI INTERAKTIF PADA MATERI TERMODINAMIKA

2019 ◽  
Vol 3 ◽  
pp. 47
Author(s):  
Arini Rosa Sinensis ◽  
Harry Firman ◽  
Ida Hamidah ◽  
Muslim Muslim
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Development Research ◽  
Research Subjects ◽  
Design And Development ◽  
Problem Solving Skills ◽  
Design And Development Research ◽  
Collaborative Problem ◽  
Data Collection Technique ◽  
Is Design

<p class="AbstractEnglish"><strong>Abstract:</strong>. This study aims to develop student worksheets (LKM) based on collaborative problem solving, LKM developed with the help of interactive simulations. The research method used is design and development research (DDR). The data collection technique uses a questionnaire to assess the readability and component of collaborative problem solving in the LKM developed. The research subjects were 9 7th semester students who had taken the thermodynamics course. The results showed that the readability component reached 85.7% with very good categories while the collaborative problem solving component reached 80% with good categories. Therefore, the  LKM used can be used as a media to facilitate and direct students to improve problem solving skills.</p><p class="KeywordsEngish"><strong>Abstrak: </strong>Penelitian ini bertujuan untuk mengembangkan Lembar kerja mahasiswa (LKM) berbasis pemecahan masalah kolaboratif, LKM yang dikembangkan berbantuan simulasi interaktif. Metode penelitian yang digunakan adalah <em>design and development research</em> (DDR). Teknik pengumpulan data menggunakan angket untuk menilai keterbacaan dan komponen pemecahan masalah kolaboratif pada LKM yang dikembangkan. Subjek penelitian adalah 9 mahasiswa semester 7 yang telah menempuh matak uliah termodinamika. Hasil penelitian menunjukkan bahwa komponene keterbacaan mencapai 85,7 % dengan katergori sangat baik sedangkan komponen pemecahan masalah kolaboratif mencapai 80% dengan kategori baik. Oleh karena itu, LKM yang digunakan dapat digunakan sebagai media untuk memfasilitasi dan mengarahkan mahasiswa untuk meningkatkan kemampuan pemecahan masalah.</p>

scholarly journals Development of Mathematics Collaborative Problem-Solving Skills Scale

2019 ◽  
Vol 1340 ◽  
pp. 012058
Author(s):  
Joneil B. Medina ◽  
Amelia T. Buan ◽  
Josie Vic D. Mendoza ◽  
Grace P. Liwanag
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Problem Solving Skills ◽  
Collaborative Problem

scholarly journals Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem- Solving Skills and Outcomes: A Group Communication Analysis

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Nia Dowell ◽  
Yiwen Lin ◽  
Andrew Godfrey ◽  
Christopher Brooks
Keyword(s):  
Problem Solving ◽  
Group Communication ◽  
Educational Practice ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Communication Analysis ◽  
Problem Solving Skills ◽  
Collaborative Problem ◽  
Team Interactions ◽  
The Relationship

Collaborative problem-solving (CPS) has become an essential component of today’s knowledge-based, innovation- centred economy and society. As such, communication and CPS are now considered critical 21st century skills and incorporated into educational practice, policy, and research. Despite general agreement that these are important skills, there is less agreement on how to capture sociocognitive processes automatically during team interactions to gain a better understanding of their relationship with CPS outcomes. The availability of naturally occurring educational discourse data within online CPS platforms presents a golden opportunity to advance understanding about online learner sociocognitive roles and ecologies. In this paper, we explore the relationship between emergent sociocognitive roles, collaborative problem-solving skills, and outcomes. Group Communication Analysis (GCA) — a computational linguistic framework for analyzing the sequential interactions of online team communication — was applied to a large CPS dataset in the domain of science (participant N = 967; team N = 480). The ETS Collaborative Science Assessment Prototype (ECSAP) was used to measure learners’ CPS skills, and CPS outcomes. Cluster analyses and linear mixed-effects modelling were used to detect learner roles, and assess the relationship between those roles on CPS skills and outcomes. Implications for future research and practice are discussed regarding sociocognitive roles and collaborative problem-solving skills.

scholarly journals A STEM Model to engage students in Environmental Sustainability Program through Collaborative Problem-solving Approach: A Case Study in Qatar

2021 ◽  
Author(s):  
Rania Mohammed Aledamat ◽  
Azza Abouhashem ◽  
Ruba Ali ◽  
Shahad AlKhair ◽  
Jolly Bhadra ◽  
...  
Keyword(s):  
Problem Solving ◽  
Environmental Sustainability ◽  
Primary Schools ◽  
Swot Analysis ◽  
Environmental Issues ◽  
Development Project ◽  
Collaborative Problem Solving ◽  
Problem Solving Skills ◽  
Collaborative Problem ◽  
Sustainability Program

Following the launch of Qatar’s National Vision 2030, environmental development was highlighted as one of the Vision’s four pillars, emphasizing the importance of developing people’s awareness of their duty in maintaining the country’s environment for future generations. In addition, environmental education can be combined with various approaches, such as STEM and problem-solving skills, making it an excellent way to engage students in a sustainable program. A distinctive E-STEM program titled “Problem-Solving” (PS) was developed in Qatar amid regular educational reforms to improve primary school pupils’ problem-solving abilities. During this study, 346 kids (202 females and 144 males) from 14 different public and private primary schools were involved in STEM workshops on environmental issues, encouraging them to develop solutions to the problem. The study used a mixed-method approach to measure program efficacy, with a statistical analysis performed using data collected from four separate workshops over two years from 2018 to 2019. This research and development project used pre and post-questionnaires and a qualitative method for evaluating student problem-solving skills. The outcomes of the SWOT analysis also provided an overview of the program’s efficacy in involving students by demonstrating their collaborative problem-solving skills about environmental issues.

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