Collaborative Problem Solving in a Science Class

Collaborative problem solving is a student-centered approach that involves students working together to solve complex problems in science. Effective group work requires careful preparation to ensure all students can contribute meaningfully and benefit from the collaborative experience. Here are some key strategies to prepare for successful group work.

Establish Clear Objectives

Before diving into group work, it’s crucial to establish clear learning objectives. Students should understand the purpose of their group tasks and how these tasks align with the broader goals of what they are learning. Collaborative problem solving aligns with the goal of creating a community of learners who construct knowledge together, mirroring the processes of practicing scientists.

Classroom Setup

The physical setup of your classroom sends powerful messages to students about what is expected of them. A traditional classroom with rows of desks facing the board sends a message that the teacher is the central figure. In contrast, an interactive engagement classroom with tables for small groups encourages students to work together and learn from each other.

Each table should have one or two whiteboards (approximately 50 cm x 70 cm or larger), markers of various colors, a wiping cloth, and a mild detergent spray bottle to maintain the boards. This arrangement encourages collaboration and positions students at the center of the learning process.

Forming Groups

Allow students to form groups naturally at the beginning of the year. 3–4 students per group is optimal, and mixed-gender groups support better participation. Instruct each student to use a different marker so they can keep track of each other’s contributions. Assign specific roles like spokesperson, notetaker, and timekeeper, and instruct students to switch them at equal intervals for a balanced experience.

Managing Group Dynamics

Circulate among groups to observe interactions and provide support. Address any issues of dominance or lack of participation either with the whole group or privately with specific members. Rotate groups regularly to ensure all students work with everyone else, fostering a sense of community and inclusiveness. As you get to know your students, form groups with mixed abilities to help all members grow. A supportive atmosphere is crucial for this dynamic to work effectively.

Reporting and Accountability

Announce the time available for each activity and use a timer. Require groups to present their findings to the class. Instead of waiting for all groups to finish, use strategies to keep the lesson dynamic (e.g., stop groups once the first finishes and let them present). Encourage students to discuss and validate each other’s work before you step in. This promotes critical thinking and peer learning. Conclude each activity with a summary of key learnings, and allow students to take photos of the class board for their journals.

Collaboration Skills

Effective group work relies on strong collaboration skills, which may not come naturally to all students. Take the time to teach and model essential skills such as active listening, respectful communication, conflict resolution, and consensus building. Here are some essentials to share with students:

• Active Listening: Make sure to listen to others without interrupting and ensure everyone has a chance to speak. Understanding each other’s thought process can lead to more cohesive and efficient problem-solving.
• Hedging: Use hedging language to create a safe space for collaboration (e.g., “What do you think of this idea?”). This is especially useful for students who are quick to arrive to an answer to open space for others.
• Pool Resources: Different team members might have different textbooks, online resources, or tools they find useful. Share and explore these resources together.
• Divide and Conquer: Divide complex problems into smaller tasks. Tackle individually, then regroup to piece the solutions together.
• Stay Patient and Positive: Not every problem will be solved on the first (or second, or third) attempt. Patience and perseverance are key.
• Review as a Team: After finding a solution, review collectively to catch and correct any errors or oversight. If someone doesn’t understand a concept, take the time to explain. Teaching reinforces your own understanding, and everyone benefits when the whole group understands the material.

Reflecting on Group Work

After activities, encourage students to reflect on their group’s performance. Provide constructive feedback on group dynamics and encourage reflection on what makes an effective group.

References

Zavala, G., Dominguez, A., Millan, D., & Gonzalez, C. (2021). Investigating how university students collaborate to compose physics problems for high school students. Physical Review Physics Education Research, 17(1), 010120. https://doi.org/10.1103/PhysRevPhysEducRes.17.010120

Heller, P., & Heller, K. (n.d.). Problem solving in physics and its application to collaborative learning. http://brokk.toggerson.com/files/cpsBook.pdf

Roschelle, J., Teasley, S.D. (1995). The Construction of Shared Knowledge in Collaborative Problem Solving. In: O’Malley, C. (eds) Computer Supported Collaborative Learning. NATO ASI Series, vol 128. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-85098-1_5