Exploring Behavioral and Strategic Factors Affecting Secondary Students’ Learning Performance in Collaborative Problem Solving-Based STEM Lessons

Despite the growing emphasis on integrating collaborative problem-solving (CPS) into science, technology, engineering, and mathematics (STEM) education, a comprehensive understanding of the critical factors that affect the effectiveness of this educational approach remains a challenge. This study ai...

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Veröffentlicht in:SAGE open 2024-04, Vol.14 (2)
Hauptverfasser: Chen, Li, Taniguchi, Yuta, Shimada, Atsushi, Yamada, Masanori
Format: Artikel
Sprache:eng
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Zusammenfassung:Despite the growing emphasis on integrating collaborative problem-solving (CPS) into science, technology, engineering, and mathematics (STEM) education, a comprehensive understanding of the critical factors that affect the effectiveness of this educational approach remains a challenge. This study aims to identify effective strategic and behavioral factors in course design and assess how these factors contribute to students’ learning performance. This study collected data from 106 students enrolled in seventh-grade science classes by using a mixed-method approach. First, the t-test results indicate that students’ learning performance was improved through CPS-based STEM learning. A path analysis shows that CPS awareness and several behavioral factors had direct effects, while several strategic factors had indirect effects on the improvement of learning performance. Finally, a dialog analysis indicates that students’ integrative use of CPS skills, especially task regulation skills used along with other skills, helped improve learning performance. This study not only bridges the gap in understanding the effectiveness of CPS in STEM education but also provides specific suggestions for improving instructional design. Plain Language Summary Exploring how learning behaviors and learning strategies affect secondary students’ learning in collaborative science lessons This study looked at how certain teaching strategies and student behaviors can make a difference in learning. We checked out 106 seventh-graders in science classes, using different methods to gather data. As the result, when students working together to solve problems, their grades get better. We found that knowing how to collaborate and certain behaviors directly improve learning, while some behind-the-scenes strategies also play an important role. Specifically, being good at organizing tasks and use it with other skills have positive effects for their grades
ISSN:2158-2440
2158-2440
DOI:10.1177/21582440241251641