“Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education

Abstract

Collaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized problem-solving constructs function as broader social units, such as pairs or small groups, is relatively recent. Capturing the complexity of CPS processes in group-level interaction is challenging. Therefore, a method of analysis capturing various layers of CPS was developed that aimed for a deeper understanding of CPS as a small-group enactment. In the study, small groups of teacher education students worked on two variations of open-ended CPS tasks—a technology-enhanced task and a task using physical objects. The method, relying on video data, encompassed triangulation of analysis methods and combined the following: (a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases. Content analysis did not show a large variation in how CPS was actualized in the groups or tasks for either case, whereas process analysis revealed both group- and task-related differences in accordance with the interchange of CPS elements. The qualitative cases exemplified the interaction diversity in the quality of coordination and students’ equal participation in groups. It was concluded that combining different methods gives access to various layers of CPS; moreover, it can contribute to a deeper articulation of the CPS as a group-level construct, providing divergent ways to understand CPS in this context.

Development and Application of Collaborative Problem-Solving Design (CPS) in Higher Education: Perspectives from International Students

“…It is not easy to design a productive CPS design. CPS is regarded as a multilayered and complex process (Pöysä-Tarhonen et al, 2022), and developing good practices may take time. This is because the pedagogical design of CPS to support learning remains underexplored (Graesser et al, 2018).…”

“…In addition, students who solve problems collaboratively would benefit from this study: they get knowledge of what to expect and how to coordinate their learning and problem-solving. CPS design is multilayered and challenging (Pöysä-Tarhonen et al, 2022); thus, what success in CPS means should be deeply discussed. Our standpoint is that if the students' CPS process is successful, then the outcomes will be successful.…”