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An Assessment of the Effect of Collaborative Groups on Students' Problem-Solving Strategies and Abilities

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Melanie M. Cooper , Charles T. Cox Jr., Minory Nammouz and Edward Case

Department of Chemistry, Clemson University, Clemson, SC 29634-9703

Ronald Stevens

UCLA Interactive MultiMedia Exercises Project, Culver City, CA 90230

J. Chem. Educ., 2008, 85 (6), p 866

DOI: 10.1021/ed085p866

Publication Date (Web): June 1, 2008

Abstract

Improving students' problem-solving skills is a major goal for most science educators. While a large body of research on problem solving exists, assessment of meaningful problem solving is very difficult, particularly for courses with large numbers of students in which one-on-one interactions are not feasible. We have used a suite of software tools and pedagogies of small-group student collaborations to assess both student problem-solving strategies and student abilities as they change over time. This paper reports the use of these tools to probe the effectiveness of using small group interaction to improve problem solving.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Chemical Education Research

Keywords (Pedagogy):

Collaborative / Cooperative Learning

Keywords (Subject):

Learning Theories

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This article has been cited by 3 ACS Journal articles (3 most recent appear below).

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