Use heterogeneous-pair CPS in which students first generate individual solutions then revise them after collaboration¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The article recommends structuring collaborative problem-solving so that mixed-achievement pairs work together on simulation-based physics problems, with "students in CPS groups be strongly encouraged to develop their own PS solutions prior to collaboration, and revise them afterwards". This sequencing exposes each student to the hardest stage of problem solving before peer exchange, and the authors link heterogeneous grouping to support dialogue between high- and low-achievers. They also suggest "future research on CPS practice incorporate heterogeneous groups as a means of facilitating dialogue between high-achieving and low-achieving individuals".

Design Implications¶

Context¶

Requirements¶

• Access to an online simulation-based problem-solving environment with shared discussion boards and partner screens
• Heterogeneous achievement pairs so support can flow between high- and low-achieving students

Constraints¶

• The recommendation rests on a study with smaller group sizes, which the authors state as a limitation; further studies with larger samples would be needed to confirm the findings

Target Learners¶

• 8th grade science students of mixed achievement levels

Target Learning Goals¶

• Physics conceptual understanding
• Problem-solving competency in electromagnetism
• Reducing achievement gaps between high- and low-achievers

Claims¶

• CPS benefited low-achievers significantly more than IPS on problem-solving, closing the gap with high-achievers, while high-achievers gained equally from both [+W]
• In CPS dialogues, low-achievers requested more support while high-achievers provided more support and reminders, though group differences were not statistically significant [+W]
• CPS students proposed better problem-solving solutions and allocated more time to solutions, evidence-based reasoning, and simulation/data recording than IPS students [+W]
• Collaborative problem-solving students significantly outperformed individual problem-solving students on the electromagnetism problem-solving posttest [+W]

Related Strategies¶

• Stick-It Together (Collaborative Problem-Solving)
• Collaborative Problem Solving With Sticky Notes

Examples¶

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Key Sources¶

• Jiun-Wei Guo · Hsiao-Ching She · Meng-Jun Chen · Pei-Yi Tsai. (2023). Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS? Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-023-09407-y