Session Information
09 SES 13 C, Collaborative Problem Solving in the 21st Century: Definitions and Assessment
Symposium
Contribution
Kozma (2009) argued that better student thinking skills were needed to meet the challenges of the twenty first century. This study used a series of complex problem solving tasks (Callingham, 2004) designed to address a developmental hierarchy of thinking skills (Griffin, 2001). The tasks were used to assess students and to identify appropriate points of intervention. As students engaged with the tasks, teachers were encouraged to prompt them as if collaborating in order to enable the student to reach a maximum level of thinking skill. Then teaching interventions could be planned to improve the student level of performance. The Assessment and Teaching of 21st Century Skills project is examining similar collaborative problems for their relevance to student-student collaborative problem solving, and using a similar methodology. The aim is to determine whether students working collaboratively can help each other to progress through “stages of increasing competence” (Glaser, 1987). The degree to which the problem solving hierarchy revealed by the Australian data is similar to a hierarchy of problem solving which itself is a dimension of collaborative problem solving is investigated in this paper drawing on the original data and data from the ATC21S project activities in USA.
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