Journal of Physics: Conference Series
PAPER • OPEN ACCESS
Collaborative problem-solving: how to implement and measure it in
science teaching and learning
To cite this article: I E Putri and P Sinaga 2021 J. Phys.: Conf. Ser. 1806 012018
View the article online for updates and enhancements.
This content was downloaded from IP address 38.131.159.58 on 01/04/2021 at 03:30
International Conference on Mathematics and Science Education (ICMScE) 2020
IOP Publishing
Journal of Physics: Conference Series
1806 (2021) 012018 doi:10.1088/1742-6596/1806/1/012018
Collaborative problem-solving: how to implement and
measure it in science teaching and learning
I E Putri* and P Sinaga
Department of Physics Education, Postgraduate School, Universitas Pendidikan
Indonesia, Jl. Dr. Setia Budi No. 229, Bandung 40154, Indonesia
*
putriindrieka139@gmail.com
Abstract. Collaborative problem-solving (CPS) is an essential competency in the 21st century.
However, this skill is quite complex due to the two-dimensional domain having to measure at
once. This study is a literature review aimed to presents various CPS measurement methods from
empirical research for the past 17 years. Hence, teachers can get insight to implement and to
develop CPS assessment mainly for training students to solve complex problems. Based on this
review, there are two broad methods to measure CPS including using computer environment and
real-life context. The former allows measurement to be more accurate and quicker, while the
latter enables students to experience face-to-face interaction during problem solving. However,
the development of CPS assessment using a computer needs professional ICT and an adequate
number of computers as well as a high internet connection. In Indonesia, the implementation of
computer-based assessment faces many challenges, and only some schools in the city centre can
meet that requirement. Hence, it can be an alternative to measure the interaction of students
during the CPS activity by putting high consideration of the using pedagogical content to
facilitate CPS environment.
1. Introduction
Collaborative problem-solving is the main competency to study and work in the 21st century [1] [2] [3]
[4]. Nowadays, people need to accomplish complex problems requiring some suggestions from others
[5]. According to Kirschner, Pass, Kirschner, & Jansen, problem-solving will be effective during
collaborative work as the people will share their understanding to achieve a better solution [6].
Therefore, teachers can prepare students in the workforces by training CPS explicitly in the classroom,
while they are teaching learning subjects [1] [5].
Today, employers look for an adaptive and excellent employee in solving problems because they
believe that these criteria can improve productivity and profit of the company [1][7]. Hence, the shifting
from individual problem-solving to collaborative problem-solving skills is required by people before
having a job [8]. Those who are better in social skill earn a higher salary than ones mastering the specific
subject such as mathematics, science, or literacy [7].
CPS skills can be measured by observing the interaction between human-to-human (HH) and humanto-agent (HA). HH interaction provides an authentic situation, while assessment cps-based computer
can measure students’ proficiency accurately after they accomplish the given task. Moreover, some
researchers have developed computer assessment embedded with a video conference session. Therefore,
students can interact face-to-face on their computer screen, and this assessment would be more effective
and efficient to measure individual competency during CPS [9] [10].
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd
1
International Conference on Mathematics and Science Education (ICMScE) 2020
IOP Publishing
Journal of Physics: Conference Series
1806 (2021) 012018 doi:10.1088/1742-6596/1806/1/012018
Another challenge is that CPS is a complex skill, and it is difficult to measure. This is because the
skill has two domains that need to assess at the same time including social and cognitive skills.
Moreover, some challenges faced by teachers are that analyzing students' conversation is quite difficult
as the agreement of standardized test and measurement is limited, and the students are not accustomed
to solving the CPS task [4][11]. Moreover, the curriculum in the school limits the implementation of
CPS due to the lack of time allocated for teaching subjects.
Therefore, the implementation of the CPS process requires a full understanding of the existing
framework to modify based on the situation. Then, the purpose of this article is to provide a summary
of collaborative problem-solving measurement and implementation, as well as to present insight for
teachers in Indonesia. Hence, this method has the potential to develop students' competency to
accomplish the complex problems.
2. Methods
This article is conducted by doing a literature review research from April to June 2020. A structured
road map helps to arrange a systematic review for analysing purposes [12].
2.1. Searching and retrieval strategies
This process was started to look for relevant literatures using CPS as a keyword. The articles were
obtained from various journal ResearchGate including science direct, Institute of Education Science,
Journal of Baltic Science Education, Google Scholar, Journal of Physics, International Journal of
Instruction (IJI), International Journal of Science Education (IJSE), Elsevier, Springer, and Education
Resources Information Centre (ERIC). Then, 120 articles were collected based on the keyword.
However, only 85 of them discuss about assessment procedure and will be used in further steps. Then,
they sorted based on specific categories.
2.2. Data extraction and analysis
The articles then were filtered based on some criteria including that the literatures should use English
language, published in journals or proceedings from 2002 to 2020, and were an empirical research. This
study brings benefit for the education sector, so the sample of the article should discuss about students
learning process. To ease the review process, the articles are classified based on the aforementioned
categories.
2.3. Filtering and Sorting Procedure
This was the final process of the selection phase, and we found 37 articles fulfilling the requirement.
Then, the articles were reviewed through extraction and summary of the information needed for
answering the aim of research. Specifically, the articles were read comprehensively from abstract to
conclusion section for collecting information about the CPS assessment.
3. Result and Discussion
3.1. Result
The information was obtained from the analysis and synthesis of selected articles. Based on the
systematic review, the assessments of the CPS performance were summarized and classified to provide
a solution of the objective of the research.
3.1.1. Learning Environment for Assessing Collaborative Problem-Solving
Human-to-human interactions are widely used to facilitate the CPS process. However, to increasing the
feasibility, a computer is recruited for developing a standard test. This is because the computer-based
assessment can record the overall interaction among students participated. In more detail, the methods
of CPS assessment from the articles being reviewed are shown in figure 1.
2
International Conference on Mathematics and Science Education (ICMScE) 2020
IOP Publishing
Journal of Physics: Conference Series
1806 (2021) 012018 doi:10.1088/1742-6596/1806/1/012018
number of articles
30
25
20
15
10
5
0
computer supportedlearning
real-life context
Figure 1. Distribution of learning environment for CPS assessment
The figure shows that more than twofold articles use computer-based assessment, while the literature
analyzing the face-to-face interaction is only 11 of them. This reveals that the assessment using computer
has been more popular from 2002 to 2020.
3.1.2. Collaborative Problem-Solving Assessment Method
Several methods are found from 37 articles reviewed. Collaborative learning is conducted by providing
different multimedia versions including interactive, video, and task. This learning material contains a
similar content of the subject, and it allows students to discuss and negotiate to solve a given group
worksheet through the multimedia. The overall conversation stored by log file is analysed by identifying
the dominant verb scheme. This identifies academic and social aspects as well as out of a topic
discussion from the given problems [13] [14].
The CPS competency is measured by using online simulation. The group consists of three students
which locate apart from each other, so they only can communicate through the computer. In the shared
simulation, each member can change the variable, so to achieve the agreement, the students have to
discuss and communicate. This condition help students to situate in the cps process. Then, the rubric for
this CPS activity including social skills such as maintaining communication, sharing information,
establishing shared understanding, and negotiating. Moreover, the cognitive aspect is exploring and
understanding; representing and formulating; and planning; representing and formulating; and planning.
executing and monitoring [2] [15] [16].
CPS activity utilizes twitter and skype to facilitate discussion and communication. During the
learning process, students solve the problems by uploading the task, and then the members will discuss
their answer by putting comments on the posts. Therefore, the posts can only be responded by the
follower [17].
Using Animalia online mini-course provides share documents, virtual labs, video conferences, dan
forums. Therefore, the situation is like a real-life conversation during problem-solving [18].
The usage of Geogebra, a dynamic software program for supporting CPS activities, can record the
conversation during students solving the open-ended task, and the interaction will be analysed by using
Lithner’s framework [19].
Inquiry-based approach, problem solving-based approach, and project-based learning facilitate
students in the CPS process in the real-life context. Complex problems and ill-structured tasks are given
by the teachers, and then a joint solution, students have to discuss, negotiate, and communicate [20].
While this process occurs, the teacher will record the interaction using camera, peer review, observation
sheet, and written transcript [20] [21].
For elementary level, teachers give a field task for students. This challenge consists of six problems
including to understand organic farm and to create an ecological village. Then, the activities of students
will record using camera and the reflective notes as a final report will be collected for coding and
interpreting data [22] [18].
3
International Conference on Mathematics and Science Education (ICMScE) 2020
IOP Publishing
Journal of Physics: Conference Series
1806 (2021) 012018 doi:10.1088/1742-6596/1806/1/012018
3.1.3. Enhancing CPS competency
Some efforts are needed to situate students in the CPS. Firstly, using a multimedia-based computer can
create an active learning [13]. Then, giving prior knowledge yields a higher performance for students
than those who do not receive previous instruction [19][20]. This is because understanding of the topic
will guide students to find solutions. Lastly, creating a joyful situation has a positive correlation with
cognitive and social performance. Moreover, in CPS-based computer, the teachers need integrate an
introduction session to make student accustomed with the process and situation [16].
In addition, group formation is one of the keys to conduct the CPS process as it will support students’
interaction and could ensure the satisfaction of performance. An effective collaborative group consists
of four people having their superiority including the supervisor, information provider, problem solver,
and atmosphere creator [22]. A strong Personality relationship among members has a positive
correlation with the cognitive and collaborative ability, so it will improve CPS performance [23].
3.2. Discussion
Collaborative Problem-Solving (CPS) is a complex skill containing cognitive (problem-solving) and
social (collaboration) aspects. These various skills make CPS difficult to be measured using
conventional instruments such as multiple-choice problems, observation, and peer review [14].
Moreover, CPS aspects have not been integrated into the curriculum due to the lack of time allocated,
while this skill is more important to face the complexity of the 21st century.
Based on the review, the majority of assessment methods use a computer. This is because the
assessment experiences progressive development such as using interactive multimedia, games, video
conference, and chat room. The researches have shown that these additional platforms can simulate the
problems clearly and make student more focus, so the students can improve their achievement [23].
However, there are some physiological aspects influencing teamwork including unsuitable partners,
having a different background, and mental readiness which could inhibit individual creativity.
Admittedly, using computer environment is enable automated scoring for individual competency level,
so it will be more efficient to implement. In contrast, to integrate CPS in the specific subject, the longterm effort should be done particularly to suit the scheme of coding to analyse the log files.
However, CPS assessment can be done by observing direct interaction of students, while some
researchers consider as an inaccurate method as it might contribute subjectivity of observers. On the
other hand, this issue can be tackled by providing adequate instruments such as using a camera to capture
the activities, observation sheet to mark the essential actions, peer review to acquire students’
perspective about their partners’ performance, and the written script during problem solving activities.
In Indonesia particularly, cps assessment has likely to implement using direct observation of students
since the advanced method needs sophisticated technology and professional developer, and this aspect
only can be fulfilled by a minority of schools in the city.
In contrast, the agreement of the standardized large-scale CPS assessment has not been available [4].
Some researches reveal that several aspects can improve the students’ interest in engaging in the CPS
process. One of them is activating students’ interpersonal, such as communication, flexibility, and
satisfaction that can be created by a convenient learning situation [24]. Giving instruction, guidance,
and structured activity are needed for preparing teamwork [5]. According to Grasser, this condition gives
a positive relationship to the CPS score obtained by students [5].
4. Conclusion
Collaborative problem solving (CPS) is a skill that is needed by individuals to participate in the 21stcentury work. However, this skill is difficult to practice traditionally in the classroom because teachers
must pay attention to two skill domains at one time. Therefore, the use of technology is an important
aspect of providing environmental duplication in the real world. By using a computer, the developer can
modify it to measure problem-solving activities and record conversations made by students during the
process of getting a solution. Collaborative student is the interaction between two or more people using
4
International Conference on Mathematics and Science Education (ICMScE) 2020
IOP Publishing
Journal of Physics: Conference Series
1806 (2021) 012018 doi:10.1088/1742-6596/1806/1/012018
interactive media. Also, the external conditions of students have a positive relationship with the
achievement of CPS scores.
5. References
[1] Harding SM, Griffin PE, Awwal N, Alom BM, Scoular C 2017 Measuring collaborative problem
solving using mathematics-based tasks AERA Open 3 3.
[2] Andrews-Todd J, Forsyth CM 2020 Exploring social and cognitive dimensions of collaborative
problem solving in an open online simulation-based task Comput. Human Behav. 104 105759.
[3] Stadler M Herborn K Mustafić M and Greiff S 2019 Computer-based collaborative problem solving
in PISA 2015 and the role of personality J. Intell. 7 3.
[4] Von Davier a A Hao J Liu L and Kyllonen P 2017 Interdisciplinary research agenda in support of
assessment of collaborative problem solving: lessons learned from developing a Collaborative
Science Assessment Prototype Comput. Human Behav. 76 631–640.
[5] Graesser A C Fiore S M Greiff S Andrews-Todd J Foltz P W and Hesse F W 2018 Advancing the
Science of Collaborative Problem-Solving Psychol. Sci. Public Interes 19 2 59–92.
[6] Zambrano R. J Kirschner F Sweller J and Kirschner P A 2019 Effects of prior knowledge on
collaborative and individual learning Learn. Instr 63 101214.
[7] OECD 2018 Collaborative Problem-Solving Paris: OECD Publishing.
[8] Krkovic K Mustafic M Wüstenberg S and Samuel 2018 Shifts in the Assessment of Problem Solving
in Assessment and Teaching of 21st Century Skills: Research and Applications Gewerbestrasse:
Springer.
[9] Awwal N Griffin P and Scalise S 2015 Platforms for Delivery of Collaborative Task in Assessment
and Teaching of 21st Century Skills: Methods and Approach Dordrecht: Springer.
[10] Hsieh I L G and O’Neil H F 2002 Types of feedback in a computer-based collaborative problemsolving group task Comput. Human Behav. 18 6 699–715.
[11] Care E Scoular C and Bui M 2015 Platforms for Delivery of Collaborative Task in Assessment and
Teaching of 21st Century Skills: Methods and Approach Dordrecht: Springer.
[12] Amelia N Abdullah A G and Mulyadi Y 2019 Meta-analysis of student performance assessment
using fuzzy logic Indones. J. Sci. Technol. 4 1 74–88.
[13] Wang C Fang T and Gu Y 2020 Learning performance and behavioral patterns of online
collaborative learning: Impact of cognitive load and affordances of different multimedia
Comput. Educ. 143 5 103683.
[14] Chang C J et al. 2017 An analysis of student collaborative problem-solving activities mediated by
collaborative simulations Comput. Educ. 114 300 222–235.
[15] Cho Y H and Lim K Y T 2017 Effectiveness of collaborative learning with 3D virtual worlds Br.
J. Educ. Technol. 48 1 202–211.
[16] Isari D Pontiggia A and Virili F 2016 Working with tweets vs. working with chats: An experiment
on collaborative problem solving Comput. Human Behav. 58 130–140.
[17] Rosen Y Wolf I and Stoeffler K 2020 Fostering collaborative problem-solving skills in science:
The Animalia project Comput. Human Behav. 104 105922.
[18] Granberg C and Olsson J 2015 ICT-supported problem solving and collaborative creative
reasoning: Exploring linear functions using dynamic mathematics software J. Math. Behav. 37
48–62.
[19] Ritella G Ligorio M B and Hakkarainen K 2016 The role of context in a collaborative problemsolving task during professional development Technol. Pedagog. Educ. 25 3 395–412.
[20] Liu Q T Liu B W and Lin Y R 2019 The influence of prior knowledge and collaborative online
learning environment on students’ argumentation in descriptive and theoretical scientific
concept Int. J. Sci. Educ. 41 2 165–187.
[21] Ching M and Chan E 2019 Studying Student Interactive Positioning in Collaborative Mathematics
Problem Solving: The Case of Four Chinese Students 787–794.
5
International Conference on Mathematics and Science Education (ICMScE) 2020
IOP Publishing
Journal of Physics: Conference Series
1806 (2021) 012018 doi:10.1088/1742-6596/1806/1/012018
[22] Kim M and Tan H T, 2013 A Collaborative Problem-solving Process Through Environmental Field
Studies Int. J. Sci. Educ. 35 3 357–387.
[23] Harskamp E and Ding N, 2006 Structured collaboration versus individual learning in solving
physics problems Int. J. Sci. Educ. 28 14 1669–1688.
[24] Camacho-Morles J Slemp G R Oades L G Morrish L and Scoular C 2019 The role of achievement
emotions in the collaborative problem-solving performance of adolescents Learn. Individ.
Differ. 70 169–181.
6