The Study Of Collaborative Learning Based On A Well- Or An Ill-structured Physical Problem

This study aims to investigate the effect of well- vs. ill-structured problem types on students’ collaborative learning to provide theory support for the optimization of cooperative learning model. This study chose a synchronous, computer-supported collaborative learning (CSCL) environment, and the participants were 48 students of 11th grade majoring in Physics and Chemistry. These students were randomly divided into three-member groups to solve a well- or an ill-structured problem scenario on Newtonian Kinematics. Study include:(a) group participation, (b) group interactional activity, (c) group discussion quality, and (d) group performance. The results can be founded that type of problem for the whole discussion mainly reflected in:(1) the influence of the students to a well-structured physical problems show greater enthusiasm, mainly reflects on the members to participate in the situation; (2) the students have a better performance in solving well-structured physical problem, mainly reflected in group discussion quality and the score of group performance; (3) the students’ discussions over time presents a positive discussion height. (4) the students’ quality of team discussion plays a dominant role in people’s direct impact, and further affect the team performance. Research shows that students lack of independent consciousness in the process of cooperative learning, in terms of team collaboration and improve the quality of discussion needs to be improved. The author suggested that it should be increased in physics instruction for ill-structured problems teaching, the cooperation learning between students, and a variety of teaching methods.