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ATC21S collaborative problem-solving framework

Research Method · All research methods
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The study applies the ATC21S CPS framework, in which "CPS is defined as a set of elements consisting of 'social' and 'cognitive' as the first-order components". The second-order components are three social elements (participation, perspective taking, social regulation) and two cognitive elements (task regulation, knowledge building), which are "further divided into 19 specific sub-elements as third-order components". Because the framework "profoundly covers both social and cognitive elements" and specifies operational definitions, the authors judged it "suitable for the purposes of directed content analysis". The elements "can overlap and run parallel between the different stages of the process".

Accounts

  • The Hesse et al. CPS framework: two first-order components, five second-order elements, and 19 third-order sub-elements used for directed content analysis: The study applies the ATC21S CPS framework, in which "CPS is defined as a set of elements consisting of 'social' and 'cognitive' as the first-order components". The second-order components are three social elements (participation, perspective taking, social regulation) and two cognitive elements (task regulation, knowledge building), which are "further divided into 19 specific sub-elements as third-order components". Because the framework "profoundly covers both social and cognitive elements" and specifies operational definitions, the authors judged it "suitable for the purposes of directed content analysis". The elements "can overlap and run parallel between the different stages of the process". (Johanna Pöysä-Tarhonen et al. (2022))

Claims

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Key Sources

  • Johanna Pöysä-Tarhonen, Päivi Häkkinen, Pasi Tarhonen, Piia Näykki, Sanna Järvelä. (2022). “Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education. Instructional Science. https://doi.org/10.1007/s11251-021-09562-5
Page metadata
Field Value
type research-method
id atc21s-collaborative-problem-solving-framework
title ATC21S collaborative problem-solving framework
description The study applies the ATC21S CPS framework, in which "CPS is defined as a set of elements consisting of 'social' and 'cognitive' as the first-order components".
status review
generated by process:settle-candidates on 2026-10-18
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