You are here:

Instructional Design and Evaluation of Science Education to Improve Collaborative Problem Solving Skills PROCEEDING

, Kyushu University, Japan ; , Fukuoka Prefectural Itoshima High School, Japan ; , Kumamoto University, Japan ; , , , , Kyushu University, Japan ; , Kyoto University, Japan ; , 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), Chesapeake, VA

Abstract

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.

Citation

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). Retrieved October 14, 2018 from .

View References & Citations Map

References

  1. Care, E., Scoular, C., & Griffin, P. (2016). Assessment of collaborative problem solving in education environments. Applied Measurement in Education, 29 (4), 250-264.
  2. Carlgren, T. (2013). Communication, critical thinking, problem solving: a suggested course for all high school students in the 21st century. Interchange, 44,63-81.
  3. Gu, X., Chen, S., Zhu, W., & Lin, L. (2015). An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Educational Technology Research and Development, 63(1), 143-159.
  4. Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A framework for teachable collaborative problem solving skills. Assessment and teaching of 21st century skills (pp.37-56). Springer.
  5. Hogan, K. (1999). Thinking aloud together: A test of an intervention to foster students’ collaborative scientific reasoning. Journal of Research in Science Teaching, 36(10), 1085-1109.
  6. Japan Science and Technology Agency. (2016). Project of SATREPS. Retrieved on June 27, 2017. Retrieved from http://www.jst.go.jp/global/case/disaster_prevention_2.html
  7. Karakostas, A., & Demetriadis, S. (2011). Enhancing collaborative learning through dynamic forms of support: the impact of an adaptive domain-specific support strategy. Journal of Computer Assisted learning, 27(3), 243-258.
  8. Kirtikar, R. (2013). A Problem-Solving Approach for Science Learning. New perspectives in Science Education, 2nd Edition.
  9. OECD. (2017). PISA 2015: Collaborative Problem-Solving Framework. Retrieved from https://www.oecd.org/p isa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%
  10. Sakurai, S., Takano, S. (1985). A new self-report scale of intrinsic versus extrinsic motivation toward: learning for children. Tsukuba psychological research, 7, 43-54.
  11. Webb, N.M., Troper, J.D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.
  12. Yamada, M., Shimada, A., Okubo, F., Oi, M., Kojima, K., & Ogata, H. (2017). Learning analytics of there lationships among selfregulated learning, learning behaviors, and learning performance. Research and Practice in Technology Enhanced Learning, 12, 13.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.