"Anything Taking Shape?" Capturing Various Layers of Small Group Collaborative Problem Solving in an Experiential Geometry Course in Initial Teacher Education

Autor/inn/en	Pöysä-Tarhonen, Johanna; Häkkinen, Päivi; Tarhonen, Pasi; Näykki, Piia; Järvelä, Sanna
Titel	"Anything Taking Shape?" Capturing Various Layers of Small Group Collaborative Problem Solving in an Experiential Geometry Course in Initial Teacher Education
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 1, S.1-34 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pöysä-Tarhonen, Johanna) ORCID (Häkkinen, Päivi) ORCID (Näykki, Piia) ORCID (Järvelä, Sanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-021-09562-5
Schlagwörter	Problem Solving; Cooperative Learning; Geometry; Preservice Teacher Education; 21st Century Skills; Preservice Teachers; Group Activities + Suchen Sie Ihr Suchwort? Problemlösen; Kooperatives Lernen; Geometrie; Lehramtsstudiengang; Lehrerausbildung; Gruppenaktivität
Abstract	Collaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized problem-solving constructs function as broader social units, such as pairs or small groups, is relatively recent. Capturing the complexity of CPS processes in group-level interaction is challenging. Therefore, a method of analysis capturing various layers of CPS was developed that aimed for a deeper understanding of CPS as a small-group enactment. In the study, small groups of teacher education students worked on two variations of open-ended CPS tasks--a technology-enhanced task and a task using physical objects. The method, relying on video data, encompassed triangulation of analysis methods and combined the following: (1) directed content analysis of the actualized CPS in groups; (2) process analysis and visualizations; and (3) qualitative cases. Content analysis did not show a large variation in how CPS was actualized in the groups or tasks for either case, whereas process analysis revealed both group- and task-related differences in accordance with the interchange of CPS elements. The qualitative cases exemplified the interaction diversity in the quality of coordination and students' equal participation in groups. It was concluded that combining different methods gives access to various layers of CPS; moreover, it can contribute to a deeper articulation of the CPS as a group-level construct, providing divergent ways to understand CPS in this context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01