Share Paper: Instructional Design and Evaluation of Science Education to Improve Collaborative Problem Solving Skills

  1. Li Chen, Kyushu University, Japan
  2. Hirokazu Uemura, Fukuoka Prefectural Itoshima High School, Japan
  3. Yoshiko Goda, Kumamoto University, Japan
  4. Fumiya Okubo, Kyushu University, Japan
  5. Yuta Taniguchi, Kyushu University, Japan
  6. Misato Oi, Kyushu University, Japan
  7. Shin’ichi Konomi, Kyushu University, Japan
  8. Hiroaki Ogata, Kyoto University, Japan
  9. Masanori Yamada, Kyushu University, Japan
Wednesday, March 28 3:20-3:40 PM Edison G

Abstract: Collaborative Problem Solving (CPS) skills are essential in education and in the 21st century workforce. CPS involves two main domains: the social domain (e.g., communication or cooperation) and the cognitive domain (e.g., domain-specific problem-solving strategies). As well as scientific knowledge, communication skills, problem-solving creativity, and motivation for learning and inquiry are also required in science education. In this article, a science lesson was designed and integrated with ICT for development of students’ CPS skills. We assessed changes in students’ CPS awareness, and acquisition of related knowledge, before and after the lesson. Results showed CPS awareness on the cognitive domain and ...