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Comprehension of the Co-Operation of Professional Identity and Metacognition of English Teachers in Pedagogical Problem Solving
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In: Behavioral Sciences; Volume 12; Issue 2; Pages: 32 (2022)
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Metamorphic Thinking in Cartesian Systemic Emergence
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In: proc. of ICONS 2021 -The Sixteenth International Conference on Systems (ISBN: 978-1-61208-838-9) ; ICONS 2021 ; https://hal.archives-ouvertes.fr/hal-03321417 ; ICONS 2021, IARIA, Apr 2021, Porto, Portugal. pp.33-38 ; https://www.iaria.org/conferences2021/ICONS21.html (2021)
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Formalizing Problem Solving in Computational Thinking : an Ontology approach
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In: IEEE ICDL 2021 – International Conference on Development and Learning 2021 ; https://hal.inria.fr/hal-03324136 ; IEEE ICDL 2021 – International Conference on Development and Learning 2021, Aug 2021, Beijing, China (2021)
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Beyond spatial reasoning: Challenges for ecological problem solving
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In: Journal of Spatial Information Science (2021)
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Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School
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In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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Multiple-Solution Tasks in Pre-Service Teachers Course on Combinatorics
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In: Mathematics ; Volume 9 ; Issue 18 (2021)
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Examining the Effect of the Think-Aloud Instructional Strategy on ELL Student Performance in Middle School Mathematics Classrooms
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In: Middle and Secondary Education Dissertations (2021)
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| 10 |
Collaborative problem solving in higher education classrooms: Exploring student interactions, group progress, and the role of the teacher
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Abstract:
The present study explored the types and quality of the collaborative problem solving interactions of 14 small groups of undergraduate engineering students in four face-to-face classrooms as they solved an authentic engineering task. The study also examined the groups’ progress on the task and the strategies that the teaching and course assistants implemented to orchestrate the groups’ activity in these classrooms. Video data from the four classrooms was collected and analyzed. Findings from the analysis of students’ interactions did not indicate high quality collaborative interactions in groups. Findings also indicated that higher group progress was associated with more collaborative problem solving turns where students were less engaged in mentioning new ideas and rejecting ideas, more engaged in rich explanations and justifications of processes and concepts, and more engaged in monitoring individual understanding or group performance on the task. Possibilities to improve the quality of collaborative interactions in groups were explored and discussed. Findings from the analysis of the teachers’ strategies indicated that the teaching assistants did not implement framing strategies that aim at prompting students’ collaboration at the beginning of the collaborative problem solving activity. They also did not reflect on students’ collaboration at the end of the activity. During the activity, the teachers did not monitor the groups’ activity and were focused on providing the groups with task-related support. Task-related support had negative impact on the quality of students’ interactions when teachers provided students with elaborated answers or problem solving procedures. Task-related support had a positive impact on the quality of students’ interactions when teachers answered students’ clarification questions or probed students’ understanding until they figured out their next step. Not implementing collaboration-related support and implementing task-related support that had negative impact on the quality of students’ interactions may have in part contributed to the low-quality collaborative interactions in the groups which in turn may have negatively influenced group progress. Future directions for supporting teaching and course assistants in orchestrating collaborative problem solving activities in higher education classrooms were discussed. ; Limited ; Author requested closed access (OA after 2yrs) in Vireo ETD system
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Keyword:
Collaborative Problem Solving; Group Progress; Students' Interactions; Teaching Assistants
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URL: http://hdl.handle.net/2142/105908
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A preliminary study of a citizen participation system based on consensus for Decision-making Processes
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| 12 |
Network-based modeling of herb combinations in traditional Chinese medicine
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In: Brief Bioinform (2021)
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EXPLORING DEVELOPMENT OF PROBLEM SOLVING STRATEGIES IN EMERGING MATHEMATICIANS
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| 14 |
Resilience as a predictor of quality of life in participants with borderline personality disorder before and after treatment
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| 15 |
The Co-Construction of Campaign Argumentation on U.S.A. Late-Night Talk Shows
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In: Communication Graduate Student Publication Series (2021)
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THE INTEGRATION OF PROBLEM-SOLVING SKILLS IN ENGLISH IN ACADEMIC DISCOURSE SYLLABUS AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 11, Iss 2, Pp 24-42 (2021) (2021)
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AN APPROACH TO ORGANIZING GROUP DISCUSSIONS IN EFL LEARNING / UNE APPROCHE POUR ORGANISER DES DISCUSSIONS DE GROUPE DANS L'APPRENTISSAGE DE L’ANGLAIS LANGUE ETRANGERE
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In: Studii si Cercetari Filologice: Seria Limbi Straine Aplicate, Vol 20, Pp 97-101 (2021) (2021)
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Assessing computational thinking of college students in the context of a computer science curriculum ; Computational thinking of college students
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He, Jia (Student at Ball State University). - 2020
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