Understanding student teachers' collaborative problem solving competency: Insights from process data and multidimensional item response theory. (September 2022)

• Record Type: Journal Article
• Authors: Gao, Qianqian; Zhang, Si; Cai, Zhihui; Liu, Ke; Hui, Ning; Tong, Mingwen
• Is Part Of: Thinking skills and creativity. Volume 45(2022)
• Publication Date: 2022-09
• Subjects: Collaborative problem solving competency -- Multidimensional item response theory -- Student teachers; Thought and thinking -- Periodicals; Critical thinking -- Study and teaching -- Periodicals; Creative thinking -- Study and teaching -- Periodicals; Thinking -- Periodicals; Creativeness -- Periodicals; Teaching -- Periodicals; Pensée -- Étude et enseignement -- Périodiques; Créativité (Éducation) -- Étude et enseignement -- Périodiques; 370.15205
• DOI: 10.1016/j.tsc.2022.101097
• Languages: English
• ISSNs: 1871-1871

Abstract

Highlights: Investigating collaborative problem solving competency based on process data and MIRT. Bigram-indicator is more representative of collaborative problem solving competency than unigram-indicator. Collaborative problem solving competency in two real online learning tasks is a five-factor structure. Collaborative problem solving competency is characterized by stages. Abstract: Collaborative problem solving competency is one of the core competencies that digital citizens should possess in the 21st century. There has been a growing research interest in examining learners' collaborative problem solving competency in collaborative learning tasks. However, there are still limited research studies on the composition of collaborative problem solving competency, especially considering the interactive, interdependent, and periodic characteristics of collaboration. By using the procedural data generated in collaboration, the multidimensional item response theory and the hierarchical linear model, the present study examined the characteristics of student teachers' collaborative problem solving competency in two real online learning tasks in a sample of 42 student teachers. The results suggested that the bigram-indicator may be more representative of student teachers' collaborative problem solving competency than the unigram-indicator. Moreover, student teachers' collaborative problem solving competency in the two online learning tasks was a five-factor structure. In addition, the social and cognitive dimensions of collaborative problem solving competency were unfolded orderly in collaborative tasks. Finally, the conclusions, implications, limitations, and future research directions were discussed.