Triangulated three-method analysis of collaborative problem-solving enactment

Research Method · All research methods
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article develops a triangulated analysis method combining three equally valued approaches to understand CPS at group level: "(a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases". All analyses rest on video recordings of co-located group sessions. Content analysis provides cumulative frequency accounts, process analysis adds the temporal order and intensity of social and cognitive states, and qualitative cases return attention to micro-interaction processes. The authors argue this produces "a unified depiction in understanding CPS in this context" and divergent ways to understand CPS.

Accounts

• Triangulating three analysis methods onto video data to capture various layers of CPS as a small-group enactment: The article develops a triangulated analysis method combining three equally valued approaches to understand CPS at group level: "(a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases". All analyses rest on video recordings of co-located group sessions. Content analysis provides cumulative frequency accounts, process analysis adds the temporal order and intensity of social and cognitive states, and qualitative cases return attention to micro-interaction processes. The authors argue this produces "a unified depiction in understanding CPS in this context" and divergent ways to understand CPS. (Johanna Pöysä-Tarhonen et al. (2022))

Claims

• Frequency-based content analysis shows little variation in how CPS was actualized across groups and tasks, with Problem Reanalysis the most frequent sub-element in both task designs [+W]

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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	triangulated-three-method-analysis-of-collaborative-problem-solving-enactment
title	Triangulated three-method analysis of collaborative problem-solving enactment
description	The article develops a triangulated analysis method combining three equally valued approaches to understand CPS at group level: "(a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases".
status	review
generated	by process:settle-candidates on 2026-10-18
trust	unverified — no one has confirmed this page's content

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