Instructional Design and Evaluation of Science Education to Improve Collaborative Problem Solving Skills
Li Chen, Kyushu University, Japan ; Hirokazu Uemura, Fukuoka Prefectural Itoshima High School, Japan ; Yoshiko Goda, Kumamoto University, Japan ; Fumiya Okubo, Yuta Taniguchi, Misato Oi, Shin’ichi Konomi, Kyushu University, Japan ; Hiroaki Ogata, Kyoto University, Japan ; Masanori Yamada, Kyushu University, Japan
Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Collaborative Problem Solving (CPS) skills are essential in education and in the 21st century workforce. CPS involves two main domains: the social domain (e.g., communication or cooperation) and the cognitive domain (e.g., domain-specific problem-solving strategies). As well as scientific knowledge, communication skills, problem-solving creativity, and motivation for learning and inquiry are also required in science education. In this article, a science lesson was designed and integrated with ICT for development of students’ CPS skills. We assessed changes in students’ CPS awareness, and acquisition of related knowledge, before and after the lesson. Results showed CPS awareness on the cognitive domain and acquisition of knowledge were significantly improved. We also examined correlations between students’ CPS awareness with knowledge acquisition and learning motivation respectively. The results showed significant correlation had been found between students’ acquisition of related knowledge with most of the scales of their CPS awareness, and also between some scales of CPS awareness and some of their learning motivation.
Chen, L., Uemura, H., Goda, Y., Okubo, F., Taniguchi, Y., Oi, M., Konomi, S., Ogata, H. & Yamada, M. (2018). Instructional Design and Evaluation of Science Education to Improve Collaborative Problem Solving Skills. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1364-1369). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
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