Teacher education students in PBL identified valuing others' perspectives, interdependence, and learning about self as attitudes necessary for collaborative learning¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teacher education students' written reflections on PBL group work yielded three attitude sub-categories: valuing others' perspectives, interdependence, and learning about self. → Murray-Harvey 2013

Evidence¶

Murray-Harvey 2013¶

Murray-Harvey, R., Pourshafie, T., & Santos Reyes, W. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134. https://eric.ed.gov/?id=EJ1108330

q2 · i? · qualitative · r3

Qualitative analysis of written reflections (journals, two assignments) from 122 Australian teacher education students who studied two PBL cases over one semester. Open coding in NVivo classified statements into ASK dimensions; the study reports that "Attitudes identified as necessary for collaborative learning were valuing others' perspectives, interdependence, and learning about self."

"Attitudes identified as necessary for collaborative learning were valuing others' perspectives, interdependence, and learning about self."

Studies bearing on this claim¶

What do learners say they learn about collaboration from PBL? This table gathers the studies behind this claim and the 3 narrower claims that bear on it: 2 distinct studies (1 qualitative, 1 quant-synthesis), q2, 0 of 2 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students characterised the skills needed for collaborative group work as interpersonal (social), problem solving, and group skills — related
• Students described knowledge gained through PBL group work in terms of generation, application, and dissemination of knowledge, plus pedagogical knowledge for future teaching — related
• No significant relationship between attitudes toward group work and achievement goal orientation profiles, but attitudes correlate with perceived discussion and active listening behaviors — related
• Research on PBL covers flexible knowledge, problem-solving, and SDL skills but little on collaboration and motivation — related
• Students in PBL experimental groups reported positive views of problem-based learning in qualitative follow-up interviews — related
• Students made minimal reference to higher-level cognitive or metacognitive processing benefits of group work, departing from prior PBL research — related
• Children exhibited creative and communicative ways of thinking and working in collaborative tasks — related
• In one experiment with undergraduate business majors in asynchronous online small groups, reward interdependence raised agreement that group work was beneficial and generated better ideas — related
• Participants reported that diverse perspectives raised new questions and affirmed educator contributions — related
• Students enact agency toward groups by fostering relational awareness, building interpersonal relationships, holding dialogue, and seeing from other perspectives — related