Academic Journal
Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?
| Τίτλος: | Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS? |
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| Συγγραφείς: | Guo, Jiun-Wei, She, Hsiao-Ching, Chen, Meng-Jun, Tsai, Pei-Yi |
| Πηγή: | International Journal of Computer-Supported Collaborative Learning; Dec2023, Vol. 18 Issue 4, p489-512, 24p |
| Θεματικοί όροι: | Problem solving, Electromagnetism, Simulation software, Achievement gap, Regression analysis, Bridges |
| Περίληψη: | The individual problem-solving (IPS) and collaborative problem-solving (CPS) have received a lot of attention, yet little research has been conducted to investigate whether CPS and IPS are equally effective in improving students' understanding of physics concepts, problem-solving abilities, and minimizing achievement gaps. Therefore, the present study developed two types of online electromagnetism problem solving programs with simulation—IPS and CPS—for 8th grade students over five class sessions. Students in the CPS group significantly outperformed those in the IPS group on their performance of physics problem solving test and online problem-solving solution, while IPS and CPS both affected their physics concept test performance to the same degree. The CPS group allocated more time to the online problem-solving solution, evidence-based reasoning, simulation and data reporting than the IPS group. Both CPS and IPS affected high-achievers' problem-solving performance to the same extent. Nonetheless, CPS was more effective in maximizing low-achievers' problem-solving performance and minimizing the discrepancy between high- and low-achievers than IPS, possibly because low-achievers in CPS group requested and received more support from high-achieving students. Regression analysis indicated that students' online problem-solving solution significantly predict their posttest performance in the physics concept test and physics problem-solving test. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
| FullText | Links: – Type: other Text: Availability: 0 CustomLinks: – Url: https://dx.doi.org/doi:10.1007/s11412-023-09407-y Name: EDS - Springer Nature Journals (s7799221) Category: fullText Text: View record at Springer |
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| Header | DbId: edb DbLabel: Complementary Index An: 174601372 RelevancyScore: 950 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 949.691833496094 |
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| Items | – Name: Title Label: Title Group: Ti Data: Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Guo%2C+Jiun-Wei%22">Guo, Jiun-Wei</searchLink><br /><searchLink fieldCode="AR" term="%22She%2C+Hsiao-Ching%22">She, Hsiao-Ching</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Meng-Jun%22">Chen, Meng-Jun</searchLink><br /><searchLink fieldCode="AR" term="%22Tsai%2C+Pei-Yi%22">Tsai, Pei-Yi</searchLink> – Name: TitleSource Label: Source Group: Src Data: International Journal of Computer-Supported Collaborative Learning; Dec2023, Vol. 18 Issue 4, p489-512, 24p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Electromagnetism%22">Electromagnetism</searchLink><br /><searchLink fieldCode="DE" term="%22Simulation+software%22">Simulation software</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+gap%22">Achievement gap</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Bridges%22">Bridges</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The individual problem-solving (IPS) and collaborative problem-solving (CPS) have received a lot of attention, yet little research has been conducted to investigate whether CPS and IPS are equally effective in improving students' understanding of physics concepts, problem-solving abilities, and minimizing achievement gaps. Therefore, the present study developed two types of online electromagnetism problem solving programs with simulation—IPS and CPS—for 8th grade students over five class sessions. Students in the CPS group significantly outperformed those in the IPS group on their performance of physics problem solving test and online problem-solving solution, while IPS and CPS both affected their physics concept test performance to the same degree. The CPS group allocated more time to the online problem-solving solution, evidence-based reasoning, simulation and data reporting than the IPS group. Both CPS and IPS affected high-achievers' problem-solving performance to the same extent. Nonetheless, CPS was more effective in maximizing low-achievers' problem-solving performance and minimizing the discrepancy between high- and low-achievers than IPS, possibly because low-achievers in CPS group requested and received more support from high-achieving students. Regression analysis indicated that students' online problem-solving solution significantly predict their posttest performance in the physics concept test and physics problem-solving test. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11412-023-09407-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 489 Subjects: – SubjectFull: Problem solving Type: general – SubjectFull: Electromagnetism Type: general – SubjectFull: Simulation software Type: general – SubjectFull: Achievement gap Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Bridges Type: general Titles: – TitleFull: Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Guo, Jiun-Wei – PersonEntity: Name: NameFull: She, Hsiao-Ching – PersonEntity: Name: NameFull: Chen, Meng-Jun – PersonEntity: Name: NameFull: Tsai, Pei-Yi IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 15561607 Numbering: – Type: volume Value: 18 – Type: issue Value: 4 Titles: – TitleFull: International Journal of Computer-Supported Collaborative Learning Type: main |
| ResultId | 1 |