DEVELOPMENT OF COLLABORATIVE PROBLEM-SOLVING COMPETENCY FOR STUDENTS THROUGH TEACHING METHOD OF WORKING IN CORNERS IN TEACHING CHEMISTRY AT HIGH SCHOOLS

2020 ◽  
Vol 65 (12) ◽  
pp. 190-200
Author(s):  
Mai Do Thi Quynh ◽  
Anh Tran Thi Lan
Keyword(s):  
High Schools ◽  
Problem Solving ◽  
Collaborative Learning ◽  
Teaching Methods ◽  
Teaching Method ◽  
Assessment Tools ◽  
Collaborative Problem Solving ◽  
Team Cooperation ◽  
Collaborative Problem ◽  
Problem Solving Competency

Collaborative problem-solving competency is one of the essential competencies, it is the combined competency of individual and social factors, demonstrating the ability to solve problems through team cooperation. With the organization of learning for students to perform group tasks in the corners, teaching methods of working in corners to have many conditions to develop collaborative problem-solving capabilities for students. However, in practice, when applying this teaching method, teachers only focus on designing tasks that fulfill the goal of knowledge and skills without paying attention to developing problemsolving capabilities through collaborative learning. In addition, teachers also face many difficulties in designing tools to assess students' competency. The paper presents principles and processes for designing learning tasks for collaborative learning activities in cornerbased teaching methods to develop collaborative problem-solving competency and building its assessment tools for students in high schools.

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 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 SINTAKS MODEL PEMBELAJARAN MATEMATIKA COLLABORATIVE PROBLEM SOLVING PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL (SPLTV)

2018 ◽  
Vol 8 (2:) ◽  
pp. 65-72
Author(s):  
Mar'ah Rohmatul Ummah ◽  
Abdul Halim Fathani
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Social Constructivism ◽  
Cognitive Theory ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Learning Method ◽  
Collaborative Problem

Collaborative problem solving mathematics learning model aim for add new variation releated mathematics learning model which has been done by teachers. This learning model is new learning model which comes from a combination collaborative learning model and problem solving learning method. Based on the collaborative learning model supported by cognitive theory, social constructivism theory, and motivation theory. While the problem solving learning method supported by theory that refers to Polya steps. In addition to theories that support this learning model, a learning model includes approach, strategy, method, technique, and learning tactics. Collaborative problem solving learning model includes the following: (1) student centered approach; (2) discovery learning strategy and deductive learning strategy; (3) problem solving learning method; (4) study group technique; and (5) task LKPD tactics. After the collaborative problem solving learning model is formed, then the next step is making learning model syntax. Syntax of collaborative problem solving learning model is: (1) engagement; (2) exploration; (3) transformation; (4) solution; (5) presentation; and (6) reflection.

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