Different approaches to collaborative problem solving between successful versus less successful problem solvers
Tracking changes of knowledge structure
Bibliographic Data
| ID | 21743953 |
|---|---|
| Authors | Kyung Kim (0000-0002-9596-2055, Korea Institute of Energy Research), Andrew A Tawfik (0000-0002-9172-3321, University of Memphis) |
| Year | 2023 |
| Volume | 55 |
| Issue | 4 |
| Pages | 628-645 |
| Publication date | 2023-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2021.2014374 |
| OpenAlex | W4285320039 |
| Language | EN |
| Citations received | 4 |
| References cited | 52 |
STEM Problem solving necessitates a substantial amount of specialized domain knowledge. An important element of problem-solving within the domain includes how knowledge is structured and organized in memory to facilitate efficient retrieval of relevant information and future problem solving. In previous studies, however, problem solving and knowledge structure have been studied in relative isolation, resulting in viewing them as a separate two-way process. To address this gap, this study aimed to track how individuals developed their knowledge structures before, during, and after collaborative problem solving in the contexts of STEM (physics, astronomy, and biology), with particular attention to understanding the different mechanism between success versus less successful problem-solvers. For that, we employed a relatively new and promising network approach to representing learners’ knowledge structures as network graphs for analysis and comparison. Results visually demonstrated that successful problem-solvers tend to share a solution-focused knowledge and establish their group knowledge-oriented knowledge structure, whereas the less successful problem-solvers tend to share problem-focused knowledge and then establish their prior knowledge-oriented knowledge structure. Implications and discussion for the findings are provided
Domain knowledge · Knowledge integration · Knowledge management · Computer Science · E-Learning and Knowledge Management · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Mathematics
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Dynamic Memory Revisited
Problem-Based Learning
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Applying collaborative cognitive load theory to computer-supported collaborative learning
Effects of case library recommendation system on problem solving and knowledge structure development
Collaboration in the 21st century
Exploring problem conceptualization and performance in STEM problem solving contexts
Student Distress in a Web-Based Distance Education Course
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |