Collaborative problem solving

Keywords cognitive science, collaborative problem solving, design experiments, evolution phase, falsification, formalization phase, instructional cycle, joystick, mental model, microworlds, motivation, Newtonian mechanics, phenomenological problems, physics, scientific inquiry, scientific method, ThinkerTools, transfer phase, transfer test... 

In this project, we redefined the goals of science education to focus on xquiring causal models for a domain, and on understanding the processes of scientific inquiry. We also created an instructional approxh that is based on getting students to construct an understanding of the subject matter for themselves, via collaborative problem solving and inquiry, while interacting with a series of computer microworlds. Finally, we demonstrated the effectiveness of this approach. 

Hennessy, S. Sc Murphy, P. (1999) The Potential for Collaborative Problem Solving in Design and Technology. International Journal of Technology Sc Design Education, 9(1). 

Utilize web-based collaborative problem solving Collaborative Modeling-Data Environments). 

Collaborative Problem Solving What tools are needed to connect individuals from different disciplines, and how can these be made to reflect the way people work together ... 

Diagnostic/prescriptive outcomes Collaborative problem-solving... 

Lasker, R.D., and E.S. Weiss. 2003. Broadening participation in community problem-solving A multidisciplinary model to support collaborative practice and research. J. Urban Health 80(l) 14-60. 

Cooper, M. M., C. T. Cox, M. Nammouz, E. Case, and R. Stevens (2008b) An assessment of the effect of collaborative groups on students problem solving strategies and abilities. J. Chem, Educ. 85, 866-872. 

Do the students learn new social skills in communication, cooperation, collaboration, leadership, and problem solving ... 

A very important role in the proliferation and practical use of mathematical chemistry has been played by computers, especially in the last two decades, when the use of computers was extended from numerical computations and data handling to decision-making and logical problem-solving processes. The DENDRAL project, started at Stanford in the 1960s, may serve as an illustrative example [3], It was fairly successful, and strongly influenced the collaboration between chemists, computer scientists, and mathematicians. Many applications of artificial intelligence in chemistry, and especially the construction of expert systems, are natural consequences of this collaboration [4],... 

Background. Once indicators are selected, baseline practice data must be measured in order to determine current practices. This step is important to objectively denote the current practice, make sure all major stakeholders are involved in the improvement process, and set the stage for problem solving. CQI should be data driven, so that measurement of current practice by collaboratively developing quality indicators clearly defines the extent of the problem. It is important to measure the baseline data at several time... 

The ability of chemists and other physical scientists to more effectively collaborate with biological scientists and medical doctors is essential for the future of mankind. Nearly all problems facing us in this area require multidisciplinary approaches and ideas. The ability to effectively communicate and collaborate to solve problems in disease and diagnosis with mutual respect and without any arrogance of any field or discipline is critically required. The very serious ethical and social issues that modem science raises requires cQl scientists and medical practitioners to take seriously their own responsibility for what they invent and how it will be used in society. 

To respond to such calls Sileshi and Barke - after reviewing the major chemistry education concepts - proposed the Tetrahedral-ZPD metaphor. This metaphor re-hybridizes the very powerful 3D-tetrahedral chemistry education concept proposed by Mahaffy [22] macroscopic, molecular, representational, and human element. With the idea of the Zone of Proximal Development (ZPD) of social constructivist Vygotsky [23], ZPD should describe the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers [23],... 

The third prong was a computer communications network link called Cosy, through the University of Guelph, to provide fast communication of analytical data. It was also used to encourage multilateral and bilateral collaboration and problem solving. 

Collaborations are facilitated using ICTs. Students can collaborate to solve problems. 

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