A1 Journal article (refereed)
“Anything taking shape?” : Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education (2022)

Pöysä-Tarhonen, J., Häkkinen, P., Tarhonen, P., Näykki, P., & Järvelä, S. (2022). “Anything taking shape?” : Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education. Instructional science, 50(1), 1-34. https://doi.org/10.1007/s11251-021-09562-5

JYU authors or editors

Publication details

All authors or editors: Pöysä-Tarhonen, Johanna; Häkkinen, Päivi; Tarhonen, Pasi; Näykki, Piia; Järvelä, Sanna

Journal or series: Instructional science

ISSN: 0020-4277

eISSN: 1573-1952

Publication year: 2022

Publication date: 26/11/2021

Volume: 50

Issue number: 1

Pages range: 1-34

Publisher: Springer Science and Business Media LLC

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1007/s11251-021-09562-5

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78815

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: (a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) 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.

Keywords: problem solving; communality; collaborative learning; interaction; groups; methods; cooperation (general); processes; teacher training

Free keywords: collaborative problem solving; directed content analysis; interaction; method triangulation; process analysis; process visualizations

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Ministry reporting: Yes

Reporting Year: 2022

Preliminary JUFO rating: 2