Abstract
Considerable effort has been invested in innovative learning practices such as collaborative inquiry. Collaborative problem solving is becoming popular in school settings, but there is limited knowledge on how to develop skills crucial in collaborative problem solving in students. Based on the intervention design in social interaction of collaborative learning combined with the work from the cognitive and metacognitive processes of problem solving, we designed and incorporated an intervention framework for a collaborative inquiry project at primary schools in Shanghai. This framework aimed to develop the skills required to execute joint problem-solving tasks in students. Two classes with a total of 59 students participated in this 2-month experiment with an independently varied design. The results indicated that the students who received intervention gained in the main indicators of higher group skills and problem solving skills. The value of preparing group skills for students and the implications of supporting collaborative learning in school settings were discussed.
Similar content being viewed by others
References
Argelagós, E., & Pifarré, M. (2012). Improving information problem solving skills in secondary education through embedded instruction. Computers in Human Behavior, 28(2), 515–526.
Belland, B. R., Glazewski, K. D., & Richardson, J. C. (2011). Problem-based learning and argumentation: Testing a scaffolding framework to support middle school students’ creation of evidence-based arguments. Instructional Science, 39(5), 667–694.
Blatchford, P., Kutnick, P., & Baines, E. (2007). Pupil grouping for learning in classrooms: Results from the UK SPRinG Study. Paper presented at symposium ‘International Perspectives on Effective Groupwork: Theory, Evidence and Implications’, American Educational Research Annual Meeting, Chicago, April 2007.
Bulu, S. T., & Pedersen, S. (2012). Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills. Computers in Human Behavior, 28(4), 1162–1169.
Caballé, S., Daradoumis, T., Xhafa, F., & Juan, A. (2011). Providing effective feedback, monitoring and evaluation to on-line collaborative learning discussions. Computers in Human Behavior, 27(4), 1372–1381.
Cho, K. L., & Jonassen, D. H. (2002). The effects of argumentation scaffolds on argumentation and problem solving. Educational Technology Research and Development, 50(3), 5–22.
Cortez, C., Nussbaum, M., Woywood, G., & Aravena, R. (2009). Learning to collaborate by collaborating: a face-to-face collaborative activity for measuring and learning basics about teamwork1. Journal of Computer Assisted learning, 25(2), 126–142.
Dawes, L. (2004). Research report: Talk and learning in classroom science. International Journal of Science Education, 26(6), 677–695.
Dawes, L., Mercer, N., & Wegerif, R. (2003). Thinking together: A programme of activities for developing speaking, listening and thinking skills for children aged 8-11. Birmingham: Imaginative Minds.
Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21–38.
Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5–22.
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.
Johnson, D. W., & Johnson, R. T. (1975). Learning together and alone: Cooperation, competition, and individualization. Englewood Cliffs: Prentice-Hall.
Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94.
Jonassen, D. H. (2003). Designing research-based instruction for story problems. Educational Psychology Review, 15(3), 267–296.
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.
Kershner, R, Warwick, P., Mercer, M., & Staarman, J. K. (2012). Primary children’s management of themselves and others in collaborative group work: ‘Sometimes it takes patience …’. Education 3–13: International Journal of Primary, Elementary and Early Years Education, 42(2), 201–216.
Keys, C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38(6), 631–645.
Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403–417.
Lee, Y., & Nelson, D. W. (2005). Design of a cognitive tool to enhance problem-solving performance. Education Media International, 42(1), 3–18.
Pedersen, S., & Liu, M. (2003). The transfer of problem-solving skills from a problem-based learning environment: The effect of modeling an expert’s cognitive processes. Journal of Research on Technology in Education, 35(2), 303–320.
Pirnay-Dummer, P., Ifenthaler, D., & Spector, J. M. (2010). Highly integrated model assessment technology and tools. Education Technology Research and Development., 58, 3–18.
Raes, A., Schellens, T., De Wever, B., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education, 59(1), 82–94.
Raven, J. (1981). Manual for raven’s progressive matrices and vocabulary scales. San Antonio: Harcourt Assessment.
Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting problem-solving in computer-mediated settings. The Journal of the Learning Sciences, 14(2), 201–241.
Scardamalia, M., Bereiter, C., & Lamon, M. (1994). The CSILE Project: Trying to bring the classroom into World 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201–228). Cambridge, MA: MIT Press.
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: Best-evidence synthesis. Review of Educational Research, 57, 293–336.
Stegmann, K., Weinberger, A., & Fischer, F. (2007). Facilitating argumentative knowledge construction with computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(4), 421–447.
Voss, J. F., Wolfe, C. R., Lawrence, J. A., & Engle, R. A. (1991). From representation to decision: An analysis of problem solving in international relations. Complex Problem Solving: Principles and Mechanisms, 119–158.
Vye, N. J., Goldman, S. R., Voss, J. F., Hmelo, C. E., Williams, S. M., & Cognition, and Technology Group at v. (1998). Complex mathematical problem solving by individuals and dyads. Cognition and Instruction, 15(4), 435–484.
Wang, T. (2002). Discussion on the basic concept of cooperative learning. Educational Research, 2002(2), 68–72 (in Chinese).
Wang, T., & Gao, Y. (1996). New Probe into the trend of modern teaching method reform. Educational Research, 1996(8), 66–69 (in Chinese).
Webb, N., & Mastergeorge, A. (2003). Promoting effective helping behaviour in peer-directed groups. International Journal of Educational Research, 39(1), 73–97.
Wegerif, R. (2006). A dialogic understanding of the relationship between CSCL and teaching thinking skills. International Journal of Computer-Supported Collaborative Learning, 1(1), 143.
Wegerif, R., & Mansour, N. (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In M. S. Khine & I. M. Saleh (Eds.), New Science of Learning (pp. 325–339). New York: Springer.
Weinberger, A., Stegmann, K., Fischer, F., & Mandl, H. (2007). Scripting argumentative knowledge construction in computer-supported learning environments. In F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting computer-supported collaborative learning (pp. 191–212). New York: Springer.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.
Yan, Y., & Cheng, Z. (2007). Reflections on the deviation of cooperative learning in practice. Basic Education Research, 2007(5), 21–23 (in Chinese).
Acknowledgments
This study is supported by Program for New Century Excellent Talents in University (NCET) and partly supported by KISP, UNESCO Bangkok. We would like to acknowledge the teachers and students who participated in this study at the two schools in Shanghai.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Gu, X., Chen, S., Zhu, W. et al. An intervention framework designed to develop the collaborative problem-solving skills of primary school students. Education Tech Research Dev 63, 143–159 (2015). https://doi.org/10.1007/s11423-014-9365-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11423-014-9365-2