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Title: Scientific Reasoning and Problem Solving in a Practical Domain: Are Two Heads Better Than One?
Authors: Csanadi, Andras
Kollar, Ingo
Fischer, Frank
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Csanadi, A., Kollar, I., & Fischer, F. (2016). Scientific Reasoning and Problem Solving in a Practical Domain: Are Two Heads Better Than One? In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: To meet high-level problem solving standards, practitioners should optimally solve problems in an evidence-based manner: by using scientific knowledge while engaging in scientific reasoning processes. It can be argued that professionals do this better in groups than individually. Also, heterogeneous groups might have more potential to engage in higher levels of scientific reasoning than homogeneous groups or individuals. The present study investigated these questions in the context of teacher education. 76 teacher students solved a problem case from their future practice either individually or in dyads that were homo- or heterogeneous with respect to their members’ problem solving scripts. The results show that although dyads have an advantage on generating hypotheses to explain the problem; individuals engage more in generating solutions. Moreover, especially heterogeneous dyads seem to differ from individuals’ approaches. Future studies could investigate further how to use groups’ potential in generating hypotheses to facilitate them in generating solutions.
Appears in Collections:ICLS 2016

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