A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
“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-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Pöysä-Tarhonen, Johanna; Häkkinen, Päivi; Tarhonen, Pasi; Näykki, Piia; Järvelä, Sanna

Lehti tai sarja: Instructional science

ISSN: 0020-4277

eISSN: 1573-1952

Julkaisuvuosi: 2022

Ilmestymispäivä: 26.11.2021

Volyymi: 50

Lehden numero: 1

Artikkelin sivunumerot: 1-34

Kustantaja: Springer Science and Business Media LLC

Julkaisumaa: Alankomaat

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/78815


Tiivistelmä

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.


YSO-asiasanat: ongelmanratkaisu; yhteisöllisyys; yhteisöllinen oppiminen; vuorovaikutus; ryhmät; menetelmät; yhteistyö; prosessit; opettajankoulutus

Vapaat asiasanat: collaborative problem solving; directed content analysis; interaction; method triangulation; process analysis; process visualizations


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

Raportointivuosi: 2022

JUFO-taso: 2


Viimeisin päivitys 2024-30-04 klo 17:36