Abstract
This chapter outlines two distinct types of collaborative problem solving tasks – content-free and content-dependent – each allowing students to apply different strategies to solve problems collaboratively. Content-free tasks were developed to emphasise the enhancement of inductive and deductive thinking skills. Content-dependent tasks allow students to draw on knowledge gained through traditional learning areas or subjects within the curriculum. The collaborative problem solving framework emphasises communication for the purpose of information gathering, identification of available and required information, identification and analysis of patterns in the data, formulation of contingencies or rules, generalisation of rules, and test hypotheses. Characteristics of tasks which were identified as appropriate for eliciting collaborative problem solving processes are reported and illustrated by exemplar items.
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These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
The views expressed N. Zoanetti, in this chapter are those of the author and do not necessarily reflect the views of the Victorian Curriculum and Assessment Authority.
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- 1.
The acronym ATC21STM has been globally trademarked. For purposes of simplicity the acronym is presented throughout the chapter as ATC21S.
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Appendix: Collaborative Problem Solving Tasks
Appendix: Collaborative Problem Solving Tasks
In this appendix, screenshots of collaborative problem solving tasks, not described in detail in this chapter, are presented. The tasks are Hexagons, Hot Chocolate, Plant Growth, Small Pyramids, Shared Garden, Sunflower, Warehouse, Light box.
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Care, E., Griffin, P., Scoular, C., Awwal, N., Zoanetti, N. (2015). Collaborative Problem Solving Tasks. In: Griffin, P., Care, E. (eds) Assessment and Teaching of 21st Century Skills. Educational Assessment in an Information Age. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9395-7_4
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