English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

STEM Problem solving necessitates a substantial amount of specialized domain knowledge. An important element of problem-solving within the domain includes how knowledge is structured and organized in memory to facilitate efficient retrieval of relevant information and future problem solving. In previous studies, however, problem solving and knowledge structure have been studied in relative isolation, resulting in viewing them as a separate two-way process. To address this gap, this study aimed to track how individuals developed their knowledge structures before, during, and after collaborative problem solving in the contexts of STEM (physics, astronomy, and biology), with particular attention to understanding the different mechanism between success versus less successful problem-solvers. For that, we employed a relatively new and promising network approach to representing learners’ knowledge structures as network graphs for analysis and comparison. Results visually demonstrated that successful problem-solvers tend to share a  solution-focused  knowledge and establish their  group knowledge-oriented  knowledge structure, whereas the less successful problem-solvers tend to share  problem-focused  knowledge and then establish their  prior knowledge-oriented  knowledge structure. Implications and discussion for the findings are provided.

journal of research on technology in education

Different approaches to collaborative problem solving between successful versus less successful problem solvers: Tracking changes of knowledge structure