Collaborative Problem Solving

Recent research in distributed cognition suggests that individual and group learning processes may not be mutually exclusive but are indeed inexorably bound. There is xii evidence, for instance, that the social mechanisms for individual learning have counterparts in group learning and vice versa. These social mechanisms may affect both the knowledge state of the individual and the knowledge state of the group, even though those knowledge states may not be remotely the same. To discover how those individual/group learning mechanisms operate, however, educators need some model or framework by which they can make sense of the seeming chaos of engineering discourse. They need some assurance that there are definable, classifiable ways in which problem-solving engineers interact. If they can know, that is, that some modes of cooperative behavior serve project teams more effectively than others, then educators may be able to give their students practice in the cognitive and communicative processes that empower not only the students themselves but also the groups in which the students work.

A four phase model is presented in which problem generation and problem formulation precede problem solving and solution implementation. A relatively new heuristic for formulating ili-strnctured problems is described. The methodology is a systematic thinking process which combines analytical precision with structured imagination, and is called the 'why-what's stopping' analysis. Current techniques for defining problems are positioned as inadequate because they do not always fit the problems faced in day to day work and because they ignore human behavioral deficiencies. Deferral of judgment, active divergence and active convergence are identified as three behavioral skills which underly the successful application of the 'why-what's stopping' analysis. Several examples of the application of this process in real world situations are provided. Directions for future research are discussed.

This study aims to contribute to the preservation of food culture by clarifying the preferences and interests of the younger generation—who will lead the next era—regarding traditional Japanese confectionery (wagashi). A survey conducted among 108 junior college students in Tokyo revealed that while 64.8% reported liking wagashi, the majority preferred Western-style confectionery or liked both equally.

Specifically preferred items included mitarashi dango, ichigo daifuku, and karinto manju. The primary factor driving these preferences was "flavor," followed by "texture" and "ingredients." Notably, the results indicated a strong preference for a "gap" or contrast in flavor and texture.

Furthermore, although only 18.5% of respondents had experience eating namagashi with kamei ( nerikiri / konashi)—which is a Registered Intangible Cultural Property—approximately half expressed a desire to try them. Respondents also showed significant interest in the craftsmanship and cultural background of these sweets. Regarding the future of wagashi, 89.6% desired the maintenance of traditional forms. These findings suggest that educational approaches and multifaceted information sharing could be effective strategies for the continued inheritance of Japanese food culture.

This study presents a bibliometric analysis of the relationship between scratch, a popular visual programming language, and the development of problem-solving skills. Using data from related scholarly publications over the past decade, this study aims to identify research trends, collaboration patterns, and the impact of scratch on learners' problem-solving abilities. The analysis shows a significant increase in publications exploring the use of scratch to enhance problemsolving skills. Key emerging topics include the development of computational thinking, the implementation of projectbased learning strategies, and the integration of scratch into formal and informal education curricula. The research also revealed a strong international network of collaboration among researchers in this field. The findings provide valuable insights for educators, policymakers, and researchers regarding the potential of scratch as a tool for developing problem-solving skills. The study also identified gaps in the literature and suggested directions for future research to better understand the effectiveness of scratch in enhancing problem-solving abilities across different age groups and educational settings.

With the role of the Internet rapidly increasing in higher education, teachers must search for ways to create meaningful learning experiences for their students. The use of traditional discussion boards to facilitate collaborative problem solving in science and mathematics courses can be problematic with a tendency for discussions to stop once a perceived correct solution has been posted. This paper presents two alternative approaches to collaborative problem-solving that may be more appropriate in such cases. Both methods of facilitation can be called "shared-work" approaches in which students work privately before their work is shared with classmates. One approach, developed by Thomas Banchoff, is an individualized approach in which each student is responsible for constructing his or her own solutions to an assignment in a personal space that is shared with the entire class during a secondary phase. During the secondary phase, the students can add to and finalize their responses while having access to the work of others. A small-groups version of this approach was developed by the author to promote more student-to-student interactions by requiring the students to work in small groups during the second phase.

Classroom instruction in the 21st century embraces collaborative problem-solving as a vital student skill. This study systematically reviews the existing literature on this topic to identify and analyze the current trends in technology-based assessment of CPS skills research. For this study, bibliometric analysis was conducted using Vosviewer analysis. Moreover, visualization and bibliographic software programs were utilized to examine the present status of CPS research. The study sample consisted of Web of Science articles published between 2014 and 2024 (N = 2,247; exclusion criteria: non-English-language studies published before 2014; inclusion criteria: meta-analysis articles included). We used the following search keywords: CPS skills, collaborative, and technology-based assessment. The findings revealed that the publication in the field of CPS began declining after peaking in 2019, with a particularly sharp drop in 2024. The findings also showed that Gwo-Jen Hwang was the most influential author, having an h-index of 4, a g-index of 4, and a total citation of 94 citations across four publications. Furthermore, most research concentrated on junior secondary school learners, indicating a particular emphasis on this group, according to a systematic evaluation of 20 publications that satisfied the specific exclusion criteria. An examination of keyword patterns showed that, between 2014 and 2024, the emphasis of research on problem-solving and collaborative learning significantly changed, with distinct terms becoming less and less frequent. The most common method in CPS assessments was the human-to-human interaction approach.

Lesson plans are useful for planning effectiveness in facilitating student-centred learning. Usually, teachers give less attention to lesson plans when designing activities for discussion or tutorial classes. This study examines how the use of lesson plans can support studentcentred learning in tutorial classes and thereby enhance teaching and learning effectiveness. The study population of this study was 45 first year students who followed a second semester 'Introduction to Data Analysis' course unit. Lesson plans with in-class activities were designed based on experiential learning (Kolb 1984) to include Teaching Learning Activities (TLAs). The outcomes of the lesson plan and in-class learning activities were analysed by using studentfeedback and in-class observations during the planned activity. According to the designed lesson plan, the discussion class was divided into several groups and given the reading materials related to the lesson. The students were guided to read those materials and present them as small group presentations. In a student-centred discussion, the students themselves formulate and direct the discussion. One student serves as the facilitator of the discussion, but the discussion flows from student to student. Student perceptions based on feedback revealed that the planned tutorial activities helped students to develop more knowledge on the subject. In discussions, more than 80 % of students were observed participating actively. 65 % of students had recognized that they need to improve skills in time management, facilitating metacognition. More than 85 % of students stated that this activity encouraged them to read English articles and improve their knowledge as well. The findings suggest that lesson plans can be recommended as a tool to improve student-centred learning as well as develop teacher self-confidence and time management. When tutorial classes use lesson plans in this way to engage students in planned TLAs in class, students develop better learning.

Software development companies want new hires with strong interpersonal and problem solving skills. To ensure the development of such skills, they must be embedded throughout the curriculum. However, many students struggle to collaborate with peers and in self-regulated practice during the early stages of their course. Explicit scaffolding can, however, motivate such engagement. This tips and techniques session shows how an ice-breaker using LEGO EV3 robots at two UK institutions enhanced peer interaction and increased self-regulated practice over the first four weeks of 2016-17 and 2017-18.

Although there are high expectations for collaborative discussion and on-line learning, existing systems for on-line discussion and chat facilities are not fully effective in promoting learning. Pedagogical interventions are often necessary to keep discussions focused and productive. This work focuses on the creation, implementation and evaluation of innovative new software tools for undergraduate engineering courses that promote collaborative problem solving and reflection through automatic scaffolding of student ...

Our study stems from the belief that meaningful and challenging mathematics can be made accessible to all students. To this end, we designed and implemented a special course for undergraduate non-mathematics and non-mathematics education majors. The course entitled Counting and Chance satisfied the requirement of a core course in quantitative reasoning. The content chosen as the focus of this course was basic combinatorics (i.e., counting problems) -a topic that is non-procedural in nature and could be made accessible to students with limited mathematical background. The design of the course was inspired by inclusive pedagogical principles that motivate and support students' conceptual learning. We present the characteristics of the learning environment that was developed within the framework of this course, point to the rich and sophisticated kinds of reasoning that students developed throughout the course, and discuss how students' collaborative engagement in the learning process seemed to have contributed to their views of themselves as math learners and their conceptions of what math is. Our findings point to the feasibility of such a course for non-math students, and its potential merit in helping students: (i) develop appreciation of mathematics as a topic that requires thinking, reasoning, and convincing; (ii) become more confident in their ability to do math.

We make the assumptions that deep knowledge based reasoning and analytical capability are necessary to effectively deal with various ongoing issues related to complex systems operations that transcend the boundary of a single discipline. Furthermore, Knowledge communication between disciplines is a prerequisite for successful interdisciplinary research projects and activities. A knowledge communication model includes providing knowledge workers with the knowledge, experiences and insights ...

Collaboration tools and problem solving environments (PSEs) have historically evolved independently, despite the fact that most of their developers would agree that transitions between team and individual work are facile and frequent in the real world. The explanation of this paradox has roots in both technology limitations and our lack of understanding of the details of how team and individual work are related and how to encode those relations in software. Progress is being made in both of these areas, and, as a result, there is growing interest in discussion between the collaborative systems and PSE communities, and a growing number of systems that provide collaboration and PSE functionality. We envision this Collaborative Problem-Solving Environments (CPSEs) minitrack as a forum for bringing these communities together and hope that the selected papers will provide the basis for a lively discussion of the issues involved in designing, developing, and deploying CPSEs in science and engineering.

レーの選択肢の中から状況に応じて判断し、最適だと考えてプレーを決定しなければならない。判断に迷いプレーの決定に時間をかけてしまうと、状況判断の的確さに欠いてしまうことになる。プレーを決定するためには素早い決断力が大切になってくる。本研究は、授業時に行うゲームを状況判断評価する場面に設定し、自己評価をさせた。また、授業担当教員も学生のプレーを評価した。評価の方法としては体育授業における使用を念頭に開発されたRichardoson and Henninger による戦術的情況判断能(TDC:Tactical Decision-making Competency)に設定された4 つのレベルを用いることにし、状況判断能力の自己評価と、教員の評価について検討することを目的とした。その結果、学生の授業への取り組みに関する自己評価は、授業の進行とともに積極的に取り組む姿勢となっていった。状況判断能力については、送球、捕球などのボールを扱っての判断技術に比べると比較的獲得しやすい「走塁の判状況断技術能力」は向上した。学生と教員のTDC評価は、ほぼ一致していた。In this study, deference between students\u27 self-evaluation and teachers\u27 objective evaluations of tactical decision-making competency in of the softball class was discussed.Students\u27 decision-making competency in 5 games was evaluated by TDC (Tacticaldecisionmaking competency).Students were required to self-evaluate their TDC after 5 classes. Teacher also evaluatedeach student\u27s TDC.The teacher talked with training for TDC to improve by all classes.As a result, the attitude to the class of the student...

This study focuses on exploring students' emerging difficulties during a problem posing task in an early childhood education classroom (4-5 years old). Through a single case study, and by considering the problems posed as an indicator of the students' mathematical performance level, the difficulties inherent in the process of posing problems based on a given situation are characterised. The results reveal the existence of difficulties both in the exploration phase of the problem situation and in posing the problems themselves. This shows that the main difficulties are related to a lack of accuracy in language, which is typical of this stage, and to the notion of a non-mathematical problem that prevails in the students.

This study focuses on exploring students' emerging difficulties during a problem posing task in an early childhood education classroom (4-5 years old). Through a single case study, and by considering the problems posed as an indicator of the students' mathematical performance level, the difficulties inherent in the process of posing problems based on a given situation are characterised. The results reveal the existence of difficulties both in the exploration phase of the problem situation and in posing the problems themselves. This shows that the main difficulties are related to a lack of accuracy in language, which is typical of this stage, and to the notion of a non-mathematical problem that prevails in the students.

This Whitepaper introduces Alphabetic Chronology, a Framework proposing that the English Alphabet is encrypted with the History of the World. Each Letter of the Alphabet is a direct correlating matchup to the major world events, people, empires, and civilizations which have transpired since the beginning of Time.

Through symbolic analysis, numerical substitution, and pattern recognition, the study explores how alphabetic sequencing mirrors Historical events. Alphabetic Chronology presents a Cryptographic and structural lens through which language can be re-examined as a Time-History encoded system. This Framework serves as a foundational component of a broader interdisciplinary model linking linguistics, chronology, cryptography,  and symbolic systems.

Drawing largely on educational literature outside of economics, we provide a survey of perspectives on alternative teaching methods. We then report results regarding the effectiveness of various alternative methods such as cooperative learning, class discussions, and the use of multimedia sources compared to lecture-only instruction. A difference-in-means test is utilized to compare gains in learning between control classes and treatment classes. Alternative teaching methods were not shown to increase student performance in a statistically significant manner.

Based on our long-term focus on researching the content of transversal competences, and at the same time changing the forms of education so that they lead to the development of these competences, our primary objective is to design a new framework for mastering transversal competences in a higher education environment. Our approach to transversal competences is proposed as a feasible way to the enhancement of these competences through key processes of critical thinking and reflection.

The Hudson River, one of the most geologically and ecologically significant river systems in the northeastern United States, illustrates the long-term interaction between natural geomorphic processes and anthropogenic disturbance. Shaped by Pleistocene glaciation and modified by centuries of industrialization, the river holds within its sediments a stratigraphic record of both natural processes and extensive contamination, particularly from polychlorinated biphenyls (PCBs), heavy metals, and more recently, microplastics. As both a geologist and an environmental researcher engaged in fieldwork along various Hudson River reaches, I examine the system through sedimentological, geochemical, and ecological lenses to analyze its current environmental challenges. This paper synthesizes geological observations, environmental monitoring data, and contemporary restoration efforts to evaluate the river's present condition and propose future strategies grounded in geomorphology, ecosystem resilience, and climate adaptation.

The aim of this study was to compare the effects of two problem-solving instructional methods-individual and cooperative-on the achievement motivation and social skills of the fifth-grade elementary students in Experimental Science education. This research employed a quantitative, quasi-experimental design with a pre-test-post-test control group format. Using a convenience sampling method, three classes (each consisting of 25 students) were selected from the study population and randomly assigned to two experimental groups and one control group. The experimental groups received instruction through individual and cooperative problem-solving methods, while the control group received no intervention. Data were collected using standardized questionnaires measuring achievement motivation and social skills. The instructional intervention consisted of nine 50-minute sessions of Experimental Science education using the respective problem-solving approaches. Data analysis using ANCOVA revealed that both instructional methods (individual and cooperative) significantly improved students' achievement motivation and social skills compared to the control group. Furthermore, cooperative problem-solving proved to be more effective than the individual approach. Based on these findings, it is recommended that Experimental Science teachers adopt cooperative problem-solving methods to enhance students' social skills and motivation for achievement.

この研究は, 分業に基づくバスケットボールの戦術アプローチが, 中学生の運動有能感や戦術的情況判断能に与える影響を調査することを目的とした｡結果, 単元前後に実施した運動有能感検査では, 男女ともに有意な得点の上昇が見られた｡また, 男女の群間の差, 交互作用は見られなかった｡さらに, 単元を通じて実施した戦術的情況判断能(TDC)の平均レベルの推移に着目したところ, 有意なレベルの上昇が見られた｡また, 男女の群間の差, 交互作用は見られなかった｡このことから, 分業に基づくバスケットボールの戦術アプローチは, 学習者のゲームへの意味ある参加を可能とし, 学習者のゲーム中の周囲への認識の発展に寄与することが示唆された。The purpose of the present study was to examine the effect of a tactical games approach on physical competence and tactical decision-making competency (TDC) of junior high school students.Results demonstrated that the physical competence points were significantly increased in both boys and girls groups during the units through, difference between two groups was not identified. Also, the tactical decision一making competency points showed significant increase in the both groups during the units and difference between two groups was not identified. These results lead us to the conclusion that the tactical approach on the basis of division of labors in games helps learners to ach...

Introduction. One of the most essential skills for students to cultivate in the 21st century is creative thinking. In the context of education, particularly in mathematics, the development of creative thinking is indispensable for fostering innovation and problem-solving. However, traditional teaching approaches often fall short in promoting creativity. Collaborative problem-posing has emerged as a promising strategy to address this gap. Yet, existing research provides limited insight into its practical implementation, particularly at the elementary school level. Moreover, previous studies have indicated significant variations in the levels of creative thinking among participants within collaborative groups. Research methods. This study adopts an exploratory qualitative case study approach to examine the creative thinking capacities of elementary school students while collaborating in mathematical problem-posing. The study involved twenty fifth-grade students, categorized based on their level of mathematical competence (high, medium, and low). Data were collected through post-task problem-solving activities, focus group discussions (FGD), and individual interviews. The tasks required students to develop new problems based on open-ended mathematical scenarios. The data were analyzed using thematic coding, including data reduction, comparison, data building, and conclusion drawing, to provide a more holistic picture of the students' creative thinking processes and collaborative efforts. Results. The analysis revealed that students with varying abilities were able to solve several tasks, which included problem-solving and posing related questions at more complex levels. Most groups tended to answer and pose questions based on sources they researched, aligning content and themes with previously addressed problems. Students worked collaboratively, demonstrating responsibility for tasks assigned by their peers. Although the level of collaboration varied among the heterogeneous groups, those exhibiting the highest levels of collaboration also demonstrated stronger creative thinking abilities. Conclusion. The students were found to be highly creative in developing new problems and building miniature cities. Their success was largely attributed to their excellent communication and social skills, as well as positive group dynamics, which facilitated problem-posing activities. However, more emphasis could be placed on enhancing originality and novelty to further increase creativity in higher-level students.

This study explores the manifestations, impacts, and broader implications of disparate disciplinary practices in U.S. public schools, with a primary focus on the differential treatment of black students compared to their white peers. While discriminatory disciplinary measures are well-documented, this research delves into how these disparities manifest, the systemic factors that sustain them, and the long-term consequences for affected students. The study examines the disproportionate rates of suspensions, expulsions, and referrals to law enforcement, which contribute to academic disengagement and the school-to-prison pipeline. Additionally, it highlights the role of implicit bias, institutional policies, and structural racism in perpetuating these disparities. The research also considers alternative disciplinary approaches, such as Positive Behavioral Interventions and Supports (PBIS) and restorative justice, as potential solutions for creating a more equitable educational environment. The findings underscore the urgent need for policy reforms that promote fairness, accountability, and inclusivity in school discipline practices to mitigate long-lasting harm to students and communities.

In this paper we present a case study of collaborative diagram drawing involving 36 students in Computer Science. Their task was to collaboratively draw a Use Case Diagram about the scenarios provided at the begin of the experiment. As students of a Software Engineering course, they had a general knowledge of such type of diagrams and related terminology, but they were not experts and had not real and practical experiences in diagram drawing. The tools used were a synchronous collaborative drawing tool integrated with a chat tool to support communication among the participants. Moreover, the experiment has been structured following the 'think, pair, share' method. The analysis of the collaboration process outlines a twofold result: first, a significant equal participation of all the students and second, an implicit and recurrent self-regulatory behavior employed by the students to create and refine the diagram and to reach agreement about the final result.

When students attempt to solve problems collaboratively in learning environments they may miss opportunities to use available resources for achieving learning goals. We present an approach to qualitative analysis of such "missed opportunities" ("MOs") in collaborative problem-solving interactions, and discuss how the analysis can contribute to the design of the "CHENE" Computer Supported Collaborative Learning ("CSCL") system, that is used to support physics modelling tasks. Since benefits of collaboration require involvement of both partners, we concentrate on MOs to use one's partner as a resource in achieving goals of coconstructing domain concepts. After presenting analyses of different cases of MOs of this type, we discuss why MOs occur and how they may be identified. In conclusion, we propose a "minimal graded intervention" approach to guidance in CSCL environments that is intended to address the problem of MOs for learning.

Despite national curricula and instructional reforms calling for collaborative problem-solving skills (CPS), however, there is an absence of a theory-laden model showing how to effectively construct CPS for science learning. We therefore developed and validated a simulation-based CPS model that exploits its constructs, sequences, and causal relationships, and evaluating its effectiveness on students' problem-solving. Over the span of a two-week physics science course, 57 ninthgrade students were recruited from two intact middle school classes to engage in this online simulation-based collaborative problem-solving (CPS) program. This program consisted of nine electrochemistry problem-solving lessons spread across four class sessions, each lasting 45 min. Results indicated that the simulation-based CPS model was validated and proven to contribute to effective problem-solving by linking PS solution proposing, peer communication, implementing PS solutions with simulation, and providing evidence-based explanations. The simulation-based CPS model successfully improved the performance of both high-and low-achieving students. With the support and presence of high-achievers, low-achievers' collaboration attitude was boosted, which lead them to achieve similar learning success.

Collaborative Problem Solving (CPS) work in mathematics education are widely recognized for engaging students in cognitively demanding activities that foster Higher-Order Thinking Skills (HOTS), like critical thinking and reasoning. However, connections between design features, CPS processes, and learning outcomes remain complex and not fully understood. To address this, we applied a conjecture-based framework to systematically review 45 empirical studies published between 2010 and 2022, focusing on how specific task designs and CPS processes contribute to HOTS. We used a machine learning tool to prioritize relevant studies and streamline the selection process, ending after a threshold number of consecutive irrelevant articles. Guided by the conjecture-based framework, our analysis highlighted how cognitive processes in CPS function as essential mechanisms of learning and measurable outcomes. Specifically, design features, such as technology-supported exploratory tasks and open-ended problems, encourage reflective discourse and deeper cognitive engagement. We also found that structured group procedures, including clear roles and guided interaction protocols, improve collaboration. Nonetheless, challenges like miscommunication and uneven participation can limit CPS from fully realizing its potential to cultivate HOTS. Overall, these findings underscore the importance of aligning task design with CPS processes and using strategies to address collaboration barriers, particularly those related to communication. Without clear protocols and consistent dialogue, even well-designed CPS tasks can fail to cultivate HOTS. In conclusion, this review offers practical insights for educators and researchers implementing CPS effectively in mathematics education, highlighting that fostering open, structured communication is vital for optimizing both collaborative processes and the development of advanced cognitive skills.