Assessing Elementary Students' Collaborative Problem-Solving in Makerspace Activities

Autor/inn/en	Herro, Danielle; Quigley, Cassie; Abimbade, Oluwadara
Titel	Assessing Elementary Students' Collaborative Problem-Solving in Makerspace Activities
Quelle	In: Information and Learning Sciences, 122 (2021) 11-12, S.774-794 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-08-2020-0176
Schlagwörter	Elementary School Students; Student Evaluation; Cooperative Learning; Problem Solving; STEM Education; Art Education; Grade 1; Grade 2; Grade 4 + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Kooperatives Lernen; Problemlösen; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	Purpose: The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)- related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for educators to create opportunities for collaboration. Additionally, the feedback from the assessment offers students a way to reflect on their CPS skills. Design/methodology/approach: This qualitative study evaluated 52 elementary students' CPS skills using co-measure, a validated rubric assessing students' CPS when working in STEAM-related makerspace activities. Students worked in collaborative groups to "make" artifacts when solving a problem posed by their teacher. They were assessed using co-measure's four dimensions: peer interactions, positive communication, inquiry rich/multiple paths and transdisciplinary approaches and scored via each dimension's associated attributes. Student interviews provided their perspectives on CPS. Findings: A majority of students scored in the acceptable or proficient range in the social dimensions of peer interactions and positive communication. Students scored slightly lower on the cognitive dimensions of inquiry rich/multiple paths and markedly lower on transdisciplinary approaches when collaborating. Findings suggest to increase CPS skills, teachers might develop "making" activities fostering greater inquiry and model ways to strategize and verify information, approach the problem drawing on student interest and prior knowledge and collaboratively use tools, materials and methods that mimic the real world when problem-solving. Originality/value: Much of the current research on assessing CPS during making is in the early stages of considering appropriate assessment approaches, especially in schools. To expand this literature the study includes elementary students between the ages of 6-10, the focus is on assessing their collaboration using an observational rubric. The authors use preliminary findings from young children's perspectives on making to position the future work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01