Problem-Based Learning

Lu, Jianxiong; Bridges, Susan; Hmelo‐Silver, Cindy E.

doi:10.4324/9780203837290.ch21

Cited by 34 publications

(27 citation statements)

References 42 publications

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“…Grounded upon the socio-cultural perspectives of learning (Vygotsky, 1978), a wealth of perspectives in the field of learning sciences has posited that learning is not a passive reception; instead, it is an active process of knowledge building (KB) in socially situated contexts (Bereiter, 2002). Teacher learning, as a KB practice, highlights computer-supported collaborative learning (CSCL) process where individual and collective understandings and practices are deepened with the pedagogical and technological supports (Damşa & Nerland, 2016; Hmelo-Silver & DeSimone, 2013; Kelly, 2006). However, a high quality KB is a complex, higher-order learning activity; simply dividing participants into groups does not necessarily guarantee productive interactions and communications (Dillenbourg, 1999; Scardamalia & Bereiter, 2006; van Aalst, 2009).…”

mentioning

confidence: 99%

Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

Ouyang

Chen

Yang

et al. 2021

Journal of Educational Computing Research

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Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This research designed three group-level metacognitive scaffoldings of general, task-oriented, and idea-oriented scaffoldings to facilitate in-service teachers’ knowledge building in small groups. A mixed method is used to examine the effects of the GMSs on groups’ knowledge building processes, performances, and perceptions. Results indicate a complication of the effects of GMSs on knowledge building. The idea-oriented scaffolding has potential to facilitate question-asking and perspective-proposing inquiry through peer interactions; the general scaffolding does not necessarily lessen teachers’ idea-centered explanation and elaboration on the individual level; the task-oriented scaffolding has the worst effect. Pedagogical and research implications are discussed to foster knowledge building with the support of GMSs.

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mentioning

confidence: 99%

Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

Ouyang

Chen

Yang

et al. 2021

Journal of Educational Computing Research

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“…Grounded in the social, cultural, and situated perspectives of learning (Vygotsky, 1978), collaborative problem solving (CPS), as one of the computer-supported collaborative learning (CSCL) modes, has been widely used in K-12 and higher education to foster active learning (Hmelo-Silver & DeSimone, 2013;Roschelle & Teasley, 1995;Stahl, 2009). CPS is a multimodal, dynamic, and synergistic phenomenon, where interactive, cognitive, regulative, behavioural, and socio-emotional aspects of collaboration take place synergistically, intertwine inseparably, and influence each other dynamically (Stahl & Hakkarainen, 2021;Vogler et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective

Ouyang

Cukurova

2023

Intern. J. Comput.-Support. Collab. Learn

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Collaborative problem solving (CPS) enables student groups to complete learning tasks, construct knowledge, and solve problems. Previous research has argued the importance of examining the complexity of CPS, including its multimodality, dynamics, and synergy from the complex adaptive systems perspective. However, there is limited empirical research examining the adaptive and temporal characteristics of CPS, which may have led to an oversimplified representation of the real complexity of the CPS process. To expand our understanding of the nature of CPS in online interaction settings, the present research collected multimodal process and performance data (i.e., speech, computer screen recordings, concept map data) and proposed a three-layered analytical framework that integrated AI algorithms with learning analytics to analyze the regularity of groups’ collaboration patterns. The results surfaced three types of collaborative patterns in groups, namely the behaviour-oriented collaborative pattern (Type 1) associated with medium-level performance, the communication-behaviour-synergistic collaborative pattern (Type 2) associated with high-level performance, and the communication-oriented collaborative pattern (Type 3) associated with low-level performance. This research further highlighted the multimodal, dynamic, and synergistic characteristics of groups’ collaborative patterns to explain the emergence of an adaptive, self-organizing system during the CPS process. According to the empirical research results, theoretical, pedagogical, and analytical implications were discussed to guide the future research and practice of CPS.

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“…In recent years, CT Skills can be developed through a learning process with projectbased and problem-based models, and have a positive effect (Hava & Koyunlu nlü, 2021;Cahdriyana et.al., 2019;Richardo & Martyanti, 2019). Thus creativity, critical thinking, cooperative learning can be created through project-based and problem-based learning (Ummah et.al, 2019;Birgilli, 2015;Hmelo-Silver & DeSimone, 2013;Perdana et.al., 2021). So that CT attitudes and CT Skills are both correlated and have an influence.…”

Section: Discussionmentioning

confidence: 99%

Computational Thinking Skill For Mathematics and Attitudes Based on Gender: Comparative and Relationship Analysis

2023

pegegog

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Based on previous research, Computational Thinking (CT) Skills and attitudes can be influenced by gender differences. In addition, attitudes also have a correlation and influence on CT Skills. However, research on CT skills, attitudes, and gender for mathematics subjects and the relationship between CT skills for mathematics and attitudes is still limited. So, This research was conducted to fill the gap. Methods of this research uses quantitative descriptive with comparative and correlation design. The participants in this study were students at one of the junior high schools in the city of Yogyakarta, Yogyakarta Special Region Province, Indonesia (N = 92). The research data was obtained by using a mathematical problem solving test to measure CT Skills, and a questionnaire to measure CT attitudes. Data were analyzed using multivariate and simple linear regression. The results obtained several findings, including the CT skills of girl students are better than boy students in solving mathematical problems. There is no difference in CT Attitude between boy and girl students. There is a significant relationship and influence of CT attitudes on CT skills.

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Problem-Based Learning

Cited by 34 publications

References 42 publications

Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

Examining the Effects of Three Group-Level Metacognitive Scaffoldings on In-Service Teachers’ Knowledge Building

An artificial intelligence-driven learning analytics method to examine the collaborative problem-solving process from the complex adaptive systems perspective

Computational Thinking Skill For Mathematics and Attitudes Based on Gender: Comparative and Relationship Analysis

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