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dc.contributor.authorPöysä-Tarhonen, Johanna
dc.contributor.authorHäkkinen, Päivi
dc.contributor.authorTarhonen, Pasi
dc.contributor.authorNäykki, Piia
dc.contributor.authorJärvelä, Sanna
dc.date.accessioned2021-11-29T09:59:03Z
dc.date.available2021-11-29T09:59:03Z
dc.date.issued2022
dc.identifier.citationPöysä-Tarhonen, J., Häkkinen, P., Tarhonen, P., Näykki, P., & Järvelä, S. (2022). “Anything taking shape?” : Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education. <i>Instructional science</i>, <i>50</i>(1), 1-34. <a href="https://doi.org/10.1007/s11251-021-09562-5" target="_blank">https://doi.org/10.1007/s11251-021-09562-5</a>
dc.identifier.otherCONVID_102248869
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78815
dc.description.abstractCollaborative problem solving (CPS) is widely recognized as a prominent 21st-century skill to be mastered. Until recently, research on CPS has often focused on problem solution by the individual; the interest in investigating how the theorized problem-solving constructs function as broader social units, such as pairs or small groups, is relatively recent. Capturing the complexity of CPS processes in group-level interaction is challenging. Therefore, a method of analysis capturing various layers of CPS was developed that aimed for a deeper understanding of CPS as a small-group enactment. In the study, small groups of teacher education students worked on two variations of open-ended CPS tasks—a technology-enhanced task and a task using physical objects. The method, relying on video data, encompassed triangulation of analysis methods and combined the following: (a) directed content analysis of the actualized CPS in groups, (b) process analysis and visualizations, and (c) qualitative cases. Content analysis did not show a large variation in how CPS was actualized in the groups or tasks for either case, whereas process analysis revealed both group- and task-related differences in accordance with the interchange of CPS elements. The qualitative cases exemplified the interaction diversity in the quality of coordination and students’ equal participation in groups. It was concluded that combining different methods gives access to various layers of CPS; moreover, it can contribute to a deeper articulation of the CPS as a group-level construct, providing divergent ways to understand CPS in this context.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofseriesInstructional science
dc.rightsCC BY 4.0
dc.subject.othercollaborative problem solving
dc.subject.otherdirected content analysis
dc.subject.otherinteraction
dc.subject.othermethod triangulation
dc.subject.otherprocess analysis
dc.subject.otherprocess visualizations
dc.title“Anything taking shape?” : Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202111295820
dc.contributor.laitosKoulutuksen tutkimuslaitosfi
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosFinnish Institute for Educational Researchen
dc.contributor.laitosFaculty of Education and Psychologyen
dc.contributor.oppiaineKoulutuksen tutkimuslaitosfi
dc.contributor.oppiaineFinnish Institute for Educational Researchen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-34
dc.relation.issn0020-4277
dc.relation.numberinseries1
dc.relation.volume50
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2021
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber273970
dc.subject.ysoopettajankoulutus
dc.subject.ysoryhmät
dc.subject.ysoyhteistyö
dc.subject.ysoyhteisöllinen oppiminen
dc.subject.ysoyhteisöllisyys
dc.subject.ysovuorovaikutus
dc.subject.ysomenetelmät
dc.subject.ysoongelmanratkaisu
dc.subject.ysoprosessit
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p1127
jyx.subject.urihttp://www.yso.fi/onto/yso/p6334
jyx.subject.urihttp://www.yso.fi/onto/yso/p18727
jyx.subject.urihttp://www.yso.fi/onto/yso/p5522
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p1913
jyx.subject.urihttp://www.yso.fi/onto/yso/p6006
jyx.subject.urihttp://www.yso.fi/onto/yso/p2111
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s11251-021-09562-5
dc.relation.funderSuomen Akatemiafi
dc.relation.funderAcademy of Finlanden
jyx.fundingprogramAkatemiaohjelma, SAfi
jyx.fundingprogramAcademy Programme, AoFen
jyx.fundinginformationOpen Access funding provided by University of Jyväskylä (JYU). This study was funded by the Academy of Finland (Grant Number 273970).


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