合作式问题解决研究的国际前沿动态追踪——基于Web of Science数据库教育研究领域的文献计量学分析
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摘要
本研究对1987-2018年合作式问题解决为关键词的717篇SSCI和SCI教育研究论文,进行文献计量学分析和重要文献的内容分析,研究发现分布式认知、合作学习、共建支架、实验教学、同伴指导、化学是六大研究热点主题;多学科团队、早期儿童教育、绿色化学以及整体型和序列型的认知风格是比较新颖的研究内容,呈现出认知进路由情境认知理论逐步向分布式认知理论发展,教育合作主体由单一向多元发展,问题内容从传统学科向新兴学科发展的趋势。
Based on bibliometric analysis and content analysis, 717 educational documents from 1987 to 2018,which are sourced from the Social Science Citation Index(SSCI) and Science Citation Index Expanded(SCI-Expanded) of the Web of Science database were analyzed and examined, and we found that the hot topic is focused on distributed cognition, collaborative/cooperative learning, collective scaffolding, laboratory instruction, peer tutoring, chemistry. The relatively new research contents are multidisciplinary groups, early childhood, green chemistry, holists–serialists. It shows that the theoretical basis is changing from situated cognition to distributed cognition, the focused groups is transfering from single type to multiple types of participators, and the discipline of problem is turning from the traditional discipline to the emerging discipline.
Based on bibliometric analysis and content analysis, 717 educational documents from 1987 to 2018,which are sourced from the Social Science Citation Index(SSCI) and Science Citation Index Expanded(SCI-Expanded) of the Web of Science database were analyzed and examined, and we found that the hot topic is focused on distributed cognition, collaborative/cooperative learning, collective scaffolding, laboratory instruction, peer tutoring, chemistry. The relatively new research contents are multidisciplinary groups, early childhood, green chemistry, holists–serialists. It shows that the theoretical basis is changing from situated cognition to distributed cognition, the focused groups is transfering from single type to multiple types of participators, and the discipline of problem is turning from the traditional discipline to the emerging discipline.
引文
[1]彭正梅,邓莉.迈向教育改革的核心:培养作为21世纪技能核心的批判性思维技能[J].教育发展研究, 2017, 37(24):57-63.
[2]蔡清田.论核心素养的国际趋势与理论依据[J].东北师大学报(哲学社会科学版), 2018,(1):149-158.
[3]郑家福,江超.英语课堂教学中合作学习小组分组的问题及策略[J].教育理论与实践, 2015,35(11):54-56.
[4]赵慧臣. STEM教育视野下中学生探究学习的设计与实施[J].现代教育技术, 2017, 27(11):26-32.
[5]李永忠,陈静,谢隆腾.共词分析法中战略坐标图的改进研究[J].情报理论与实践, 2019,42(01):65-69.
[6]李杰,陈超美:Citespace:科技文本挖掘及可视化[M].北京:首都经济贸易大学出版社,2016.194-196.
[7]马晨峰,谷祖莎,沈君.我国贸易与环境问题研究的文献计量分析——基于聚类和战略坐标方法的对比分析[J].科技管理研究, 2013, 33(17):227-232.
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[9]Cukurova M, Luckin R, Baines E. The significance of context for the emergence and implementation of research evidence:the case of collaborative problem-solving[J]. Oxford Review of Education, 2018, 44(3):322-337.
[10]Mills K A, Chandra V, Park J Y. The architecture of children’s use of language and tools when problem solving collaboratively with robotics[J]. Australian Educational Researcher, 2013, 40(3):315-337.
[11]Ritella G, Ligorio M B, Hakkarainen K.The role of context in a collaborative problem-solving task during professional development[J]. Technology Pedagogy and Education, 2016, 25(3):395-412.
[12]Evans M A, Feenstra E, Ryon E, et al. A multimodal approach to coding discourse:Collaboration, distributed cognition, and geometric reasoning[J]. International Journal of Computer-Supported Collaborative Learning,2011, 6(2):253-278.
[13]White T, Pea R. Distributed by Design:On the Promises and Pitfalls of Collaborative Learning with Multiple Representations[J].Journal of the Learning Sciences, 2011,20(3):489-547.
[14]Martinez-Rodrigo F, Herrero-De Lucas L C, De Pablo S, et al. Using PBL to Improve Educational Outcomes and Student Satisfaction in the Teaching of DC/DC and DC/AC Converters[J]. Ieee Transactions on Education, 2017, 60(3):229-237.
[15]Fernandez Dobao A. Vocabulary learning in collaborative tasks:A comparison of pair and small group work[J]. Language Teaching Research, 2014, 18(4):497-520.
[16]Edwards N Y, Castillo F Y, Baiamonte G. A Tale of Two Metabolites:Using the Separation of Urea and Cholesterol To Bridge the Gap between General and Organic Chemistry[J].Journal of Chemical Education, 2017, 94(12):1946-1951.
[17]Chu H C, Chen J M, Tsai C L. Effects of an online formative peer-tutoring approach on students’ learning behaviors, performance and cognitive load in mathematics[J]. Interactive Learning Environments, 2017, 25(2):203-219.
[18]Cukurova M, Luckin R, Millan E, et al. The NISPI framework:Analysing collaborative problem-solving from students’ physical interactions[J]. Computers&Education, 2018,116:93-109.
[19]Marteel-Parrish A E, Lipchock J M. Preparing Chemistry Majors for the 21st Century through a Comprehensive One-Semester Course Focused on Professional Preparation, Contemporary Issues, Scientific Communication, and Research Skills[J]. Journal of Chemical Education, 2018, 95(1):68-75.
[20]Meyers B, Valentino C T, Meyers J, et al.Implementing prereferral intervention teams as an approach to school-based consultation in an urban school system[J]. Journal of Educational and Psychological Consultation,1996, 7(2):119-149.
[21]Salisbury C L, Woods J, Copeland C.Provider Perspectives on Adopting and Using Collaborative Consultation in Natural Environments[J]. Topics in Early Childhood Special Education, 2010, 30(3):132-147.
[22]Marteel-Parrish A E. Teaching Green and Sustainable Chemistry:A Revised OneSemester Course Based on Inspirations and Challenges[J]. Journal of Chemical Education,2014, 91(7):1084-1086.
[23]Prescott S. Green Goggles:Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach[J]. Journal of Chemical Education,2013, 90(4):423-428.
[24]Bull S, Mccalla G. Modelling cognitive style in a peer help network[J]. Instructional Science, 2002, 30(6):497-528.
[25]Wu S Y. The Effect of Teaching Strategies and Students’ Cognitive Style on the Online Discussion Environment[J]. Asia-Pacific Education Researcher, 2016, 25(2):267-277.
[26]Wiltshire T J, Butner J E, Fiore S M.Problem-Solving Phase Transitions During Team Collaboration[J]. Cognitive Science, 2018,42(1):129-167.
[2]蔡清田.论核心素养的国际趋势与理论依据[J].东北师大学报(哲学社会科学版), 2018,(1):149-158.
[3]郑家福,江超.英语课堂教学中合作学习小组分组的问题及策略[J].教育理论与实践, 2015,35(11):54-56.
[4]赵慧臣. STEM教育视野下中学生探究学习的设计与实施[J].现代教育技术, 2017, 27(11):26-32.
[5]李永忠,陈静,谢隆腾.共词分析法中战略坐标图的改进研究[J].情报理论与实践, 2019,42(01):65-69.
[6]李杰,陈超美:Citespace:科技文本挖掘及可视化[M].北京:首都经济贸易大学出版社,2016.194-196.
[7]马晨峰,谷祖莎,沈君.我国贸易与环境问题研究的文献计量分析——基于聚类和战略坐标方法的对比分析[J].科技管理研究, 2013, 33(17):227-232.
[8]Chinn C:Collaborative and Cooperative Learning, Clauss-Ehlers C S, editor,Encyclopedia of Cross-Cultural School Psychology, Boston, MA:Springer US, 2010:229-232.
[9]Cukurova M, Luckin R, Baines E. The significance of context for the emergence and implementation of research evidence:the case of collaborative problem-solving[J]. Oxford Review of Education, 2018, 44(3):322-337.
[10]Mills K A, Chandra V, Park J Y. The architecture of children’s use of language and tools when problem solving collaboratively with robotics[J]. Australian Educational Researcher, 2013, 40(3):315-337.
[11]Ritella G, Ligorio M B, Hakkarainen K.The role of context in a collaborative problem-solving task during professional development[J]. Technology Pedagogy and Education, 2016, 25(3):395-412.
[12]Evans M A, Feenstra E, Ryon E, et al. A multimodal approach to coding discourse:Collaboration, distributed cognition, and geometric reasoning[J]. International Journal of Computer-Supported Collaborative Learning,2011, 6(2):253-278.
[13]White T, Pea R. Distributed by Design:On the Promises and Pitfalls of Collaborative Learning with Multiple Representations[J].Journal of the Learning Sciences, 2011,20(3):489-547.
[14]Martinez-Rodrigo F, Herrero-De Lucas L C, De Pablo S, et al. Using PBL to Improve Educational Outcomes and Student Satisfaction in the Teaching of DC/DC and DC/AC Converters[J]. Ieee Transactions on Education, 2017, 60(3):229-237.
[15]Fernandez Dobao A. Vocabulary learning in collaborative tasks:A comparison of pair and small group work[J]. Language Teaching Research, 2014, 18(4):497-520.
[16]Edwards N Y, Castillo F Y, Baiamonte G. A Tale of Two Metabolites:Using the Separation of Urea and Cholesterol To Bridge the Gap between General and Organic Chemistry[J].Journal of Chemical Education, 2017, 94(12):1946-1951.
[17]Chu H C, Chen J M, Tsai C L. Effects of an online formative peer-tutoring approach on students’ learning behaviors, performance and cognitive load in mathematics[J]. Interactive Learning Environments, 2017, 25(2):203-219.
[18]Cukurova M, Luckin R, Millan E, et al. The NISPI framework:Analysing collaborative problem-solving from students’ physical interactions[J]. Computers&Education, 2018,116:93-109.
[19]Marteel-Parrish A E, Lipchock J M. Preparing Chemistry Majors for the 21st Century through a Comprehensive One-Semester Course Focused on Professional Preparation, Contemporary Issues, Scientific Communication, and Research Skills[J]. Journal of Chemical Education, 2018, 95(1):68-75.
[20]Meyers B, Valentino C T, Meyers J, et al.Implementing prereferral intervention teams as an approach to school-based consultation in an urban school system[J]. Journal of Educational and Psychological Consultation,1996, 7(2):119-149.
[21]Salisbury C L, Woods J, Copeland C.Provider Perspectives on Adopting and Using Collaborative Consultation in Natural Environments[J]. Topics in Early Childhood Special Education, 2010, 30(3):132-147.
[22]Marteel-Parrish A E. Teaching Green and Sustainable Chemistry:A Revised OneSemester Course Based on Inspirations and Challenges[J]. Journal of Chemical Education,2014, 91(7):1084-1086.
[23]Prescott S. Green Goggles:Designing and Teaching a General Chemistry Course to Nonmajors Using a Green Chemistry Approach[J]. Journal of Chemical Education,2013, 90(4):423-428.
[24]Bull S, Mccalla G. Modelling cognitive style in a peer help network[J]. Instructional Science, 2002, 30(6):497-528.
[25]Wu S Y. The Effect of Teaching Strategies and Students’ Cognitive Style on the Online Discussion Environment[J]. Asia-Pacific Education Researcher, 2016, 25(2):267-277.
[26]Wiltshire T J, Butner J E, Fiore S M.Problem-Solving Phase Transitions During Team Collaboration[J]. Cognitive Science, 2018,42(1):129-167.