The development of collaborative problem-solving abilities of pre-service science teachers by stepwise problem-solving strategies
LTReikšminiai žodžiai: Probleminis mokymasis; Problemų sprendimo gebėjimai; Laipsniškos problemų sprendimo strategijos; Bendradarbiavimas; Tarpdalykinis turinys; Problem-based learning; Problem-solving abilities; Stepwise problem-solving strategies; Collaborative learning; Cross-curricular content.
ENThe article deals with the development of collaborative problem-solving (CPS) abilities of pre-service science teachers using the following stepwise problem-solving (SPS) strategies: (1) identification (this stage presupposes identification of fundamental problems), (2) solution (this stage in essence involves implementation) and (3) checking (this stage mainly comprises monitoring, setting and controlling). The research on the development of pre-service teachers’ collaborative problem-solving abilities was based on cross-curricular content (Biology, Chemistry or Physics). SPS strategies were implemented in different steps of the cross-curricular problem-solving activity. The first strategy (identification) encompassed the following steps: discussions and careful investigation of knowledge, deepening of one’s knowledge, definition of the problem, formulation of the hypothesis of problem solution, “brain storming”, concretization of the problem and creation of a group plan. The second strategy (solution) involved three steps: management of information, explanation of problem solution and practical application of experience. The self-evaluation of the pre-service teachers was performed at the end of each stage. The quantitative study revealed that CPS abilities of the pre-service science teachers corresponding to the second problem-solving strategy (implementation) were higher than the problem-solving abilities of the first problem-solving strategy (identification). The results of the qualitative research highlighted the role of collaboration at the cross-curricular problem-solving activity. [From the publication]
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