Elementary Students' Collaborative Problem Solving During STEAM-Related Making Activities

• In Event: Moscone Center North Roundtable Session 4
  In Roundtable Session: Collaborative STEAM Opportunities to Learn

Abstract

We present research assessing elementary students’ collaborative problem solving (CPS) skills when working in STEAM-related (Science, Technology, Engineering, Arts/Humanities, Mathematics) “making” activities. Co-Measure, a validated rubric developed in prior research, was used to assess students’ CPS, at the individual level, using four broad dimensions of collaboration (peer interactions, positive communication, inquiry rich/multiple paths, and transdisciplinary approach); each dimension included associated attributes specific to STEAM activities. Students were assessed as they worked in collaborative groups to construct, or “make” artifacts to solve a STEAM-related problem posed by their classroom teacher. Students scored higher on the social dimensions and slightly lower on cognitive dimensions of CPS. Additionally, semi-structured interviews provided a deeper understanding of students’ perspectives towards collaborating with peers while “making”.

Authors

• Danielle Christine Herro, Clemson University

• Cassie Fay Quigley, University of Pittsburgh

• Dara Abimbade, Clemson University