Collaborative problem solving in science classrooms: Tools for developing 21st century skills.
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| Title: | Collaborative problem solving in science classrooms: Tools for developing 21st century skills. |
|---|---|
| Authors: | Negrón, Jimena1 (AUTHOR), López‐Cruz, Mauricio2 (AUTHOR), Felmer, Patricio3 (AUTHOR) pfelmer@dim.uchile.cl, Sepúlveda, Carmen L.4 (AUTHOR) |
| Source: | School Science & Mathematics. Jun2026, Vol. 126 Issue 3, p235-250. 16p. |
| Subject Terms: | *Problem-based learning, *Elementary education, *Academic support programs, *Science education, *Conversation method (Language teaching), *Core competencies, Group problem solving |
| Abstract: | In this article, we analyze the relationship between interaction formats and collaborative problem‐solving (CPS) skills during guided inquiry activities in science classes. These science classes are conducted by teachers participating in a problem‐based professional development program. Seven teachers and 24 elementary school students (1st to 4th grade) participated in inquiry activities, which were videotaped. In the analysis of videos of seven groups of four students, it was found that students showed processes of socially shared regulation of learning, especially in participation formats in which the teacher interacts with the small group and when students develop the task autonomously. The quality of participation is observed in perspective taking, whereby students receive and express opinions while responding reciprocally, adopt productive conversations, formulate new contributions, and elaborate on each other's ideas. Likewise, in these activities, teachers provide scaffolding using questions that promote exploration and reasoning. These are central dimensions of dialogic learning, in which discourse progression is enhanced. These results contrast with previous studies in Chile, where it was found a predominance of structured interactions and a passive role of students at the same school levels. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194205335 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Collaborative problem solving in science classrooms: Tools for developing 21st century skills. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Negrón%2C+Jimena%22">Negrón, Jimena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22López‐Cruz%2C+Mauricio%22">López‐Cruz, Mauricio</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Felmer%2C+Patricio%22">Felmer, Patricio</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> pfelmer@dim.uchile.cl</i><br /><searchLink fieldCode="AR" term="%22Sepúlveda%2C+Carmen+L%2E%22">Sepúlveda, Carmen L.</searchLink><relatesTo>4</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Jun2026, Vol. 126 Issue 3, p235-250. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation+method+%28Language+teaching%29%22">Conversation method (Language teaching)</searchLink><br />*<searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Group+problem+solving%22">Group problem solving</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, we analyze the relationship between interaction formats and collaborative problem‐solving (CPS) skills during guided inquiry activities in science classes. These science classes are conducted by teachers participating in a problem‐based professional development program. Seven teachers and 24 elementary school students (1st to 4th grade) participated in inquiry activities, which were videotaped. In the analysis of videos of seven groups of four students, it was found that students showed processes of socially shared regulation of learning, especially in participation formats in which the teacher interacts with the small group and when students develop the task autonomously. The quality of participation is observed in perspective taking, whereby students receive and express opinions while responding reciprocally, adopt productive conversations, formulate new contributions, and elaborate on each other's ideas. Likewise, in these activities, teachers provide scaffolding using questions that promote exploration and reasoning. These are central dimensions of dialogic learning, in which discourse progression is enhanced. These results contrast with previous studies in Chile, where it was found a predominance of structured interactions and a passive role of students at the same school levels. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194205335 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ssm.18343 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 235 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Academic support programs Type: general – SubjectFull: Science education Type: general – SubjectFull: Conversation method (Language teaching) Type: general – SubjectFull: Core competencies Type: general – SubjectFull: Group problem solving Type: general Titles: – TitleFull: Collaborative problem solving in science classrooms: Tools for developing 21st century skills. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Negrón, Jimena – PersonEntity: Name: NameFull: López‐Cruz, Mauricio – PersonEntity: Name: NameFull: Felmer, Patricio – PersonEntity: Name: NameFull: Sepúlveda, Carmen L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00366803 Numbering: – Type: volume Value: 126 – Type: issue Value: 3 Titles: – TitleFull: School Science & Mathematics Type: main |
| ResultId | 1 |
