ANALYSIS OF COLLABORATIVE PROBLEM-SOLVING SKILLS OF UNDERGRADUATE STUDENTS THROUGH STEM ACTIVITIES

Date

2025-7-10

Author

Şatgeldi, Ayşe Nihan

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of this study is to examine the collaborative problem-solving (CPS) skills of undergraduate students who possess physics background within the context of STEM activities and to understand how these skills emerge. The data collection tools used in this study included video recordings, interviews, observation notes, and activity sheets. To achieve this, a framework developed as part of the Assessment and Teaching of 21st Century Skills (ATC21S) project, one of the existing frameworks on CPS, was employed. The sub-dimensions of cognitive and social skills outlined in this framework were analyzed in detail and categorized into sub-topics. This approach allowed for a deeper understanding of how each skill emerged. The findings of this study provided more profound insights into CPS and contributed to advancements in teaching and assessing these skills, which are known to be challenging. Furthermore, the study moved beyond the implementation of STEM education at a basic activity level by designing comprehensive activities that emphasized all STEM disciplines and adhered to the broader goals of STEM education. Basically engineering discipline is included in engineering design process during hands-on activities, and technology discipline is included by using arduino and coding. Also, CPS skills were examined within the scope of these activities, enabling an investigation into the connections between STEM disciplines and CPS.

Subject Keywords

STEM education, 21st century skills,, Collaborative problem-solving,, Arduino

URI

https://hdl.handle.net/11511/115522

Collections

Graduate School of Natural and Applied Sciences, Thesis