Building the Assessment Toolkits to Assess Collaborative Problem Solving Competence through Teaching Chemistry of the Non-metal

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4296 ◽

2019 ◽

Author(s):

Vu Phuong Lien ◽

Nguyen Thi Phuong Vy

Keyword(s):

Problem Solving ◽

Experiential Learning ◽

Assessment Tool ◽

Collaborative Problem Solving ◽

Learning Cycle ◽

Theoretical Research ◽

Shared Understanding ◽

Teaching Chemistry ◽

Collaborative Problem ◽

Team Organization

Using theoretical research, this article presents the structure of student’s collaborative problem solving competence. Based on the results published by Patrick's team in 2014, 2015 and OECD 2015, the author proposes 4 levels corresponding to each specific criterias of three component competencies: (1) establishing and maintaining shared understanding, (2) taking appropriate action to solve the problem, (3) establishing and maintaining a team organization. Based on this theory, the paper also proposes a matrix of assessment toolkits and corresponding criterias of collaborative problem solving competence teaching chemistry of the non mental using interdisciplinary integrated teaching perspective and Kolb's Experiential Learning Cycle. Each assessment tool specifically analyzes the functions and techniques implemented in students' collaborative problem solving processes

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A Collaborative Problem-Solving Approach to Improving District Attendance Policy

Educational Policy ◽

10.1177/0895904820974402 ◽

2020 ◽

pp. 089590482097440

Author(s):

Sarah Winchell Lenhoff ◽

Erica B. Edwards ◽

Joi Claiborne ◽

Jeremy Singer ◽

Kate Rollert French

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Social Structures ◽

Shared Understanding ◽

District Leaders ◽

Policy And Practice ◽

Community Partners ◽

Collaborative Problem ◽

Attendance Policy ◽

Shared Narrative

Collaborative problem-solving research approaches have the potential to support improvement in educational policy and practice beyond instruction, by facilitating the development of a shared understanding of complex problems and creating social structures where district, community, and research partners can work together to solve them. This study investigates how findings from a developmental evaluation of a district attendance initiative were incorporated into the initiation process of a networked improvement community to create a shared narrative about how members conceptualized the problem of absenteeism and how they should adapt their levers to better align to that problem. The developmental learning process created an infrastructure within which district leaders and community partners could develop a partnership culture that facilitated change in policy. This study suggests the need to revisit the assumptions that have driven non-instructional improvement efforts and highlights the potential of collaborative problem-solving to strengthen the implementation of district reforms.

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Online Critical Thinking in Problem-Solving Groups

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch202 ◽

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).

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