Advancing the Science of Collaborative Problem Solving
Bibliographic Data
| ID | 23367677 |
|---|---|
| Authors | Arthur C Graesser (0000-0003-0345-6866, University of Memphis, corresponding author), Stephen M Fiore (0000-0003-3529-1322, University of Central Florida), Samuel Greiff (0000-0003-2900-3734, University of Luxembourg), Jessica Andrews-Todd (0000-0003-0501-9782, Educational Testing Service), Peter W Foltz (0000-0002-0281-8741, Pearson (United States)), Friedrich W Hesse (0000-0002-5634-9928, Leibniz-Institut für Wissensmedien) |
| Year | 2018 |
| Volume | 19 |
| Issue | 2 |
| Pages | 59-92 |
| Publication date | 2018-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Science in the Public Interest (JOURNAL) |
| Journal identifiers | ISSN: 1529-1006 • E-ISSN: 1539-6053 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1529100618808244 |
| PMID | 30497346 |
| OpenAlex | W2902754622 |
| Language | EN |
| Citations received | 68 |
| References cited | 143 |
Collaborative problem solving (CPS) has been receiving increasing international attention because much of the complex work in the modern world is performed by teams. However, systematic education and training on CPS is lacking for those entering and participating in the workforce. In 2015, the Programme for International Student Assessment (PISA), a global test of educational progress, documented the low levels of proficiency in CPS. This result not only underscores a significant societal need but also presents an important opportunity for psychological scientists to develop, adopt, and implement theory and empirical research on CPS and to work with educators and policy experts to improve training in CPS. This article offers some directions for psychological science to participate in the growing attention to CPS throughout the world. First, it identifies the existing theoretical frameworks and empirical research that focus on CPS. Second, it provides examples of how recent technologies can automate analyses of CPS processes and assessments so that substantially larger data sets can be analyzed and so students can receive immediate feedback on their CPS performance. Third, it identifies some challenges, debates, and uncertainties in creating an infrastructure for research, education, and training in CPS. CPS education and assessment are expected to improve when supported by larger data sets and theoretical frameworks that are informed by psychological science. This will require interdisciplinary efforts that include expertise in psychological science, education, assessment, intelligent digital technologies, and policy.
Empirical research · Engineering ethics · Knowledge management · Management science · Mathematics education · Political science · Science education · Work (physics) · Workforce · Computer Science · Engineering · Innovative Teaching and Learning Methods · Online Learning and Analytics · Psychology · Team Dynamics and Performance
Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021
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Investigating the Factors Influencing Collaborative Problem-Solving in Chemistry Education
A phase-sensitive multimodal learning analysis of high- and low-performing teams
Examining the impact of human facilitation on collaborative problem solving in mathematics
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A Comparative Analysis of Collaborative Problem-Solving Skills Between German and Chinese High School Students in Chemistry
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Progress of peer collaborative problem solving and the role of teachers in STEM classes
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Peer assessment and individual contribution analysis for measuring collaborative problem solving capability
Simulation research and design
Developing and validating the assessment of the skills of preservice teachers in implementing pedagogical model of collaborative problem solving
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Toward the Development of a Computer-Assisted, Real-Time Assessment of Ideational Dynamics in Collaborative Creative Groups
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Validating a collaborative problem-solving assessment tool across educational stages
Online collaborative problem-solving as a tangible outcome of digital skills in technical and vocational higher education
Towards a generalized competency model of collaborative problem solving
Investigating collaborative problem solving skills and outcomes across computer-based tasks
Assessing collaborative problem-solving skills among elementary school students
The cops model for collaborative problem-solving in mathematics
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Ecological Analysis of Technology Use Among Children in Collaborative Design Contexts
Towards automatic annotation of collaborative problem‐solving skills in technology‐enhanced environments
(Trans)formation of student teachers’ professional identity through problem-based learning in Korea
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Reasoning and Problem-Solving in Disciplinarily Diverse Teams
Development and Validation of a Three‐Dimensional Framework for Assessing Mathematical Collaborative Problem‐Solving Ability
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“Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education
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Revisiting the relationship between team members’ personality and their team’s performance
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Pisa 2015 Assessment and Analytical Framework
Using Language
Cognition in the Wild
Learning by Collaborating
Collective memory
Congruence and friction between learning and teaching
Relating member ability and personality to work-team processes and team effectiveness.
Problem-Based Learning
Deep-level composition variables as predictors of team performance
Effects of problem-based learning
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Cohesion and Performance in Groups
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts
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Exploring social and cognitive dimensions of collaborative problem solving in an open online simulation-based task
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An Analysis of Team Evolution and Maturation
Memory conformity for confidently recognized items
Motivation losses in small groups
Identifiability as a deterrant to social loafing
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Collaborative problem-solving education for the twenty-first-century workforce
The relation between group cohesiveness and performance
Proper analysis of the accuracy of group judgments
Situated Learning
| Unique citing works | 68 |
|---|---|
| Citations per year | 9,71 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 65 |