TY - GEN
T1 - Relationships between Collaborative Problem Solving, Learning Performance and Learning Behavior in Science Education
AU - Chen, Li
AU - Uemura, Hirokazu
AU - Hao, Hao
AU - Goda, Yoshiko
AU - Okubo, Fumiya
AU - Taniguchi, Yuta
AU - Oi, Misato
AU - Konomi, Shin'ichi
AU - Ogata, Hiroaki
AU - Yamada, Masanori
N1 - Funding Information:
A CKNOWLEDGMENT This research was partially supported by Grant-in-aid Scientific Research JP16H0 34 ,JP16H0 80 ,0 JP17K18659 and the dQ ai-jump Research (RQ ) Program of Kyushu University.
Publisher Copyright:
© 2018 IEEE.
PY - 2018/7/2
Y1 - 2018/7/2
N2 - This study was designed to identify correlations between students' awareness of Collaborative Problem Solving (CPS) and learning performance and learning behavior in science education. The topic of the course was Genetic Diseases which was implemented in a twelfth-grade class. To assess the effectiveness of this instructional design, and to find out potential factors that affect the using of CPS skills, multiple data sources including learning test scores, questionnaire feedback, and learning logs were analyzed. First, results indicated significant improvements in students' knowledge acquisition and awareness of Participation and Learning and Knowledge Building in CPS during the course. Furthermore, when we investigated the correlations between CPS awareness and learning performance and learning behavior, the findings indicated significant positive correlations between students' learning motivation and their awareness of CPS processes. However, there were negative correlations found between certain learning behavior factors with CPS awareness and learning motivation factors respectively.
AB - This study was designed to identify correlations between students' awareness of Collaborative Problem Solving (CPS) and learning performance and learning behavior in science education. The topic of the course was Genetic Diseases which was implemented in a twelfth-grade class. To assess the effectiveness of this instructional design, and to find out potential factors that affect the using of CPS skills, multiple data sources including learning test scores, questionnaire feedback, and learning logs were analyzed. First, results indicated significant improvements in students' knowledge acquisition and awareness of Participation and Learning and Knowledge Building in CPS during the course. Furthermore, when we investigated the correlations between CPS awareness and learning performance and learning behavior, the findings indicated significant positive correlations between students' learning motivation and their awareness of CPS processes. However, there were negative correlations found between certain learning behavior factors with CPS awareness and learning motivation factors respectively.
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U2 - 10.1109/TALE.2018.8615254
DO - 10.1109/TALE.2018.8615254
M3 - Conference contribution
AN - SCOPUS:85062077676
T3 - Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
SP - 17
EP - 24
BT - Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
A2 - Lee, Mark J.W.
A2 - Nikolic, Sasha
A2 - Ros, Montserrat
A2 - Shen, Jun
A2 - Lei, Leon C. U.
A2 - Wong, Gary K.W.
A2 - Venkatarayalu, Neelakantam
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
Y2 - 4 December 2018 through 7 December 2018
ER -