scholarly journals Examining Trajectories of Elementary Students’ Computational Thinking Development Through Collaborative Problem-Solving Process in a STEM-Integrated Robotics Program

2021 ◽  
Vol 14 (1) ◽  
pp. 27-42
Author(s):  
Yi-Chun Hong ◽  
Yingxiao Chen ◽  
Yu-Fen Yang
Keyword(s):  
Problem Solving ◽  
Cognitive Skills ◽  
Computational Thinking ◽  
Video Data ◽  
Collaborative Problem Solving ◽  
Study Approach ◽  
Collaborative Problem ◽  
Problem Solving Process ◽  
K 12 ◽  
Algorithmic Thinking

Developing K-12 students’ computational thinking (CT) skills is essential. Building on the existing literature that has emphasized programming skill development, this study expands the focus to examine students’ use of underlying CT cognitive skills during collaborative problem-solving processes. A case study approach was employed to examine video data of 5th graders engaging in an integrated-STEM robotics curriculum. The findings reveal that students applied algorithmic thinking most frequently and prediction the least. They recorded most debugging behaviors initially in the problem-solving process, but after accumulating more experiences their uses of other CT skills, including algorithmic thinking, pattern recognition, and prediction, increased. Implications for developing young learners’ CT skills to solve real-world problems are discussed.

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 Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments

2021 ◽  
Vol 8 (1) ◽  
pp. 49-74
Author(s):  
Mona Emara ◽  
Nicole Hutchins ◽  
Shuchi Grover ◽  
Caitlin Snyder ◽  
Gautam Biswas
Keyword(s):  
Problem Solving ◽  
Language Processing ◽  
Computational Models ◽  
Model Building ◽  
Computational Modelling ◽  
Computational Thinking ◽  
Collaborative Problem Solving ◽  
Model Errors ◽  
Systematic Analysis ◽  
K 12

The integration of computational modelling in science classrooms provides a unique opportunity to promote key 21st century skills including computational thinking (CT) and collaboration. The open-ended, problem-solving nature of the task requires groups to grapple with the combination of two domains (science and computing) as they collaboratively construct computational models. While this approach has produced significant learning gains for students in both science and CT in K–12 settings, the collaborative learning processes students use, including learner regulation, are not well understood. In this paper, we present a systematic analysis framework that combines natural language processing (NLP) of collaborative dialogue, log file analyses of students’ model-building actions, and final model scores. This analysis is used to better understand students’ regulation of collaborative problem solving (CPS) processes over a series of computational modelling tasks of varying complexity. The results suggest that the computational modelling challenges afford opportunities for students to a) explore resource-intensive processes, such as trial and error, to more systematic processes, such as debugging model errors by leveraging data tools, and b) learn from each other using socially shared regulation (SSR) and productive collaboration. The use of such SSR processes correlated positively with their model-building scores. Our paper aims to advance our understanding of collaborative, computational modelling in K–12 science to better inform classroom applications.

Adaptive teaching interventions in collaborative problem-solving processes

2019 ◽  
pp. 159-171
Author(s):  
Sarina Scharnberg
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Limited Knowledge ◽  
Collaborative Problem ◽  
Adaptive Teaching ◽  
Research Gap ◽  
Teaching Interventions ◽  
Problem Solving Process ◽  
Support Students

Even though there exists limited knowledge on how exactly students acquire problem-solving competences, researchers agree that adaptive teaching interventions have the potential to support students‘ autonomous problem-solving processes. However, most recent research aims at analyzing the characteristics of teaching interventions rather than the interventions’ effects on the students’ problem-solving process. The study in this paper addresses this research gap by focusing not only on the teaching interventions themselves, but also on the students’ collaborative problem-solving processes just before and just after the interventions. The aim of the study is to analyze the interventions‘ effect on the learners’ integrated problem-solving processes.

scholarly journals Enhancing Computational Thinking through Interdisciplinary STEAM Activities Using Tablets

Mathematics ◽  
2020 ◽  
Vol 8 (12) ◽  
pp. 2128
Author(s):  
Ľubomíra Valovičová ◽  
Ján Ondruška ◽  
Ľubomír Zelenický ◽  
Vlastimil Chytrý ◽  
Janka Medová
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Computational Thinking ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Learning Mathematics ◽  
The Common ◽  
Willingness To Use ◽  
User Friendly ◽  
Different Levels

Computational thinking is a highly appreciated skill by mathematicians. It was forecasted that, in the next few years, half of the jobs in science, mathematics, technology and engineering (abbreviated as STEM, including arts as STEAM) will use some kind of computation. It is therefore necessary to enhance the learning of mathematics by collaborative problem-solving activities focused on both learning mathematics and developing computational thinking. The problems in science offer a reasonable context in which to investigate the common overarching concepts (e.g., measuring the length). An interdisciplinary STEAM collaborative problem-solving activity was designed and piloted with 27 lower secondary students aged 13.07 ± 1.21 years. Different levels of willingness to use the technology were observed and the factors influencing it were identified. We found that strong background knowledge implies high demands when controlling the used device. On the other hand, when a nice and user-friendly application was used, students did not need to perceive any control over it. After the intervention, the students’ views on the tablet changed and they reported more STEAM-related functions of the device.

Fantastic four! Problem-solving processes of a professional string quartet

2021 ◽  
pp. 030573562199874
Author(s):  
Rebecca A Roesler
Keyword(s):  
Problem Solving ◽  
String Quartet ◽  
Domain Knowledge ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Leadership Roles ◽  
Collaborative Problem ◽  
Problem Solving Process ◽  
Musical Context ◽  
Problem Solving Behavior

The purpose of this study was to provide a rich multi-dimensional view of expert musical collaborative problem-solving processes. I analyzed the collaborative problem-solving process during three subsequent rehearsals by a professional string quartet, applying Roesler’s (2016) model of musical problem-solving components. As Roesler observed with shared problem solving during one-to-one instruction, problem-solving components were enacted by and distributed among members of the quartet in any combination. In addition, quartet members prompted problem-solving behavior from one another in a similar way that teachers prompted problem-solving behavior from students (Roesler, 2017). Leadership roles shifted fluidly among quartet members from moment to moment. Domain knowledge and musical context were a critical component of their decision-making process. Additional observed rehearsal strategies are outlined. Suggestions for future research and applications of these findings are discussed, including the learning of collaborative problem-solving skill through participation in small musical ensembles.

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