Different Approaches to Collaborative Problem Solving between Successful versus Less Successful Problem Solvers: Tracking Changes of Knowledge Structure

Autor/inn/en	Kim, Kyung; Tawfik, Andrew A.
Titel	Different Approaches to Collaborative Problem Solving between Successful versus Less Successful Problem Solvers: Tracking Changes of Knowledge Structure
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 4, S.628-645 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.2014374
Schlagwörter	STEM Education; Problem Solving; Cooperative Learning; Success; Cognitive Processes; Middle School Students; Grade 9; Foreign Countries; Learning Strategies; South Korea + Suchen Sie Ihr Suchwort? STEM; Problemlösen; Kooperatives Lernen; Erfolg; Cognitive process; Kognitiver Prozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korea; Republik
Abstract	STEM Problem solving necessitates a substantial amount of specialized domain knowledge. An important element of problem-solving within the domain includes how knowledge is structured and organized in memory to facilitate efficient retrieval of relevant information and future problem solving. In previous studies, however, problem solving and knowledge structure have been studied in relative isolation, resulting in viewing them as a separate two-way process. To address this gap, this study aimed to track how individuals developed their knowledge structures before, during, and after collaborative problem solving in the contexts of STEM (physics, astronomy, and biology), with particular attention to understanding the different mechanism between success versus less successful problem-solvers. For that, we employed a relatively new and promising network approach to representing learners' knowledge structures as network graphs for analysis and comparison. Results visually demonstrated that successful problem-solvers tend to share a "solution-focused" knowledge and establish their "group knowledge-oriented" knowledge structure, whereas the less successful problem-solvers tend to share "problem-focused" knowledge and then establish their "prior knowledge-oriented" knowledge structure. Implications and discussion for the findings are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01