Student Collaborative Problem Solving in a Scientific Inquiry Learning Environment

• In Event: Designing Effective Learning Environments for Science and Medicine

Abstract

The study investigated Collaborative Problems Solving (CPS) processes in the context of inquiry-based learning in high-school biology. Findings show that the effectiveness of CPS in an inquiry-oriented, technology-rich learning environment varies considerably as function of the specific sub-tasks students engage in during the project, the type of collaboration (face-to-face dyads versus virtual teams), and the specific team students belong to. Findings also provided evidence for the usefulness of student self-evaluations in assessing CPS. Teams differ considerably in CPS effectiveness, and team collaborative quality was associated with the quality of learning outcomes. A profile of collaboration across different tasks and teams may inform theory by shedding light on potential team x situation interactions, and provide useful instructional feedback to teachers.

Authors

• Haggai Kupermintz, University of Haifa

• Iris Wolf, World ORT Kadima Mada

• Yigal Rosen, Harvard University