Comparison between collaborative problem solving in dyads at three Costa Rican educational levels
DOI:
https://doi.org/10.22544/rcps.v44i02.08Keywords:
Preschool childhood, problem solving, collaborative problem solving, collaboration, developmentAbstract
From an early age, children develop complex skills that allow them to understand others, their intentions, actions, and respond appropriately. These skills are fundamental for the interactions they engage in with their peers. The objective of this article is to characterize the differences in collaborative problem solving in students from three educational levels. For this, the question is raised: How is collaboration associated with problem solving, at three educational levels? With the following hypotheses: 1. The higher the educational level, the greater the collaborative planning and 2 The higher the educational level, the greater the problem solving.104 students from four educational centers in Costa Rica were evaluated, divided into three educational levels: kindergarten/preschool, preparatory/transition, and first grade. Variables such as verbal and gestural interactions, time spent, steps taken, and restarts were used to measure performance in collaborative problem-solving. Among the main results, significant differences in various variables, as provided by an ANOVA, were highlighted between the groups. As children progressed in educational levels, a decrease in time spent, steps taken, and restarts were observed. A conclusion, verbal interactions were higher than gestural interactions but showed greater variability. There is a correlation and significant differences between educational level and problem-solving, with these measures decreasing as children progress in educational levels.References
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