Collaborative problem-solving: how to implement and measure it in science teaching and learning
Abstract Collaborative problem-solving ( CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional domain having to measure at once. This study is a literature review aimed to presents various CPS measurement methods from empirical research...
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Published in | Journal of physics. Conference series Vol. 1806; no. 1; p. 12018 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Bristol
IOP Publishing
01.03.2021
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Abstract | Abstract
Collaborative problem-solving
(
CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional domain having to measure at once. This study is a literature review aimed to presents various CPS measurement methods from empirical research for the past 17 years. Hence, teachers can get insight to implement and to develop CPS assessment mainly for training students to solve complex problems. Based on this review, there are two broad methods to measure CPS including using computer environment and real-life context. The former allows measurement to be more accurate and quicker, while the latter enables students to experience face-to-face interaction during problem solving. However, the development of CPS assessment using a computer needs professional ICT and an adequate number of computers as well as a high internet connection. In Indonesia, the implementation of computer-based assessment faces many challenges, and only some schools in the city centre can meet that requirement. Hence, it can be an alternative to measure the interaction of students during the CPS activity by putting high consideration of the using pedagogical content to facilitate CPS environment. |
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AbstractList | Collaborative problem-solving (CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional domain having to measure at once. This study is a literature review aimed to presents various CPS measurement methods from empirical research for the past 17 years. Hence, teachers can get insight to implement and to develop CPS assessment mainly for training students to solve complex problems. Based on this review, there are two broad methods to measure CPS including using computer environment and real-life context. The former allows measurement to be more accurate and quicker, while the latter enables students to experience face-to-face interaction during problem solving. However, the development of CPS assessment using a computer needs professional ICT and an adequate number of computers as well as a high internet connection. In Indonesia, the implementation of computer-based assessment faces many challenges, and only some schools in the city centre can meet that requirement. Hence, it can be an alternative to measure the interaction of students during the CPS activity by putting high consideration of the using pedagogical content to facilitate CPS environment. Abstract Collaborative problem-solving ( CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional domain having to measure at once. This study is a literature review aimed to presents various CPS measurement methods from empirical research for the past 17 years. Hence, teachers can get insight to implement and to develop CPS assessment mainly for training students to solve complex problems. Based on this review, there are two broad methods to measure CPS including using computer environment and real-life context. The former allows measurement to be more accurate and quicker, while the latter enables students to experience face-to-face interaction during problem solving. However, the development of CPS assessment using a computer needs professional ICT and an adequate number of computers as well as a high internet connection. In Indonesia, the implementation of computer-based assessment faces many challenges, and only some schools in the city centre can meet that requirement. Hence, it can be an alternative to measure the interaction of students during the CPS activity by putting high consideration of the using pedagogical content to facilitate CPS environment. |
Author | Putri, I E Sinaga, P |
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Cites_doi | 10.3390/jintelligence7030015 10.1177/1529100618808244 10.1080/1475939X.2015.1062412 10.1016/j.chb.2018.10.025 10.1080/09500690600560829 10.1016/j.compedu.2017.07.008 10.1080/09500693.2018.1545100 10.1016/j.lindif.2019.02.005 10.1177/2332858417728046 10.1016/j.chb.2015.12.052 10.1016/S0747-5632(02)00025-0 10.1016/j.compedu.2019.103683 10.1080/09500693.2012.752116 10.1016/j.chb.2019.02.018 10.1111/bjet.12356 10.1016/j.learninstruc.2019.05.011 10.17509/ijost.v4i1.15804 10.1016/j.jmathb.2014.11.001 10.1016/j.chb.2017.04.059 |
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Snippet | Abstract
Collaborative problem-solving
(
CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional... Collaborative problem-solving (CPS) is an essential competency in the 21st century. However, this skill is quite complex due to the two-dimensional domain... |
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Title | Collaborative problem-solving: how to implement and measure it in science teaching and learning |
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