Students characterised the skills needed for collaborative group work as interpersonal (social), problem solving, and group skills¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Three discrete skill sub-categories emerged from students' statements about group work: interpersonal (social) skills, problem solving skills, and group skills such as sharing roles, managing group dynamics, and conflict resolution. → 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 · r2

Qualitative coding of the same 122 students' written PBL reflections. The results section reports that "The three discrete sub -categories that emerged from examination of students’ statements about Skills were: ‘Interpersonal (social) skills’, ‘Problem solving skills’ and ‘Group skills’.", with indicative statements summarised in Table 2.

"The three discrete sub -categories that emerged from examination of students’ statements about Skills were: ‘Interpersonal (social) skills’, ‘Problem solving skills’ and ‘Group skills’."

Discussion¶

Related Claims¶

• Teacher education students in PBL identified valuing others' perspectives, interdependence, and learning about self as attitudes necessary for collaborative learning — related
• Research on PBL covers flexible knowledge, problem-solving, and SDL skills but little on collaboration and motivation — related
• Balanced SEL frameworks cover intrapersonal, interpersonal, and cognitive competencies and mix skills, knowledge, and attitudes — a broader claim this one bears on
• Collaborative dynamic-geometry problem solving relies on coordinating math-content and social/collaborative resources — 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