Research On The Development Of College Students’ Cooperative Problem Solving Ability Based On Epistemic Network Analysis

Collaborative problem solving ability has become a must-have skill for talent development in the 21 st century.However,since both cooperative activities and problem-solving activities are nonlinear sequence activities,the dependencies between task elements,the interaction between participants,and the relationship between task elements and participants.The relationship between the two makes the Collaborative problem solving activity an interactive and complex linkage process,which brings challenges to the evaluation of Collaborative problem solving ability.How to reasonably use the rich data generated in the process of students’ Collaborative problem solving,and use appropriate evaluation methods to evaluate the level of learners’ Collaborative problem solving ability and its dynamic development process has become an urgent problem to be solved in the development of Collaborative problem solving ability evaluation.In order to evaluate learners’ thinking level and cognitive construction process in Collaborative problem solving activities,this study takes the Evidence-centered Collaborative problem solving ability evaluation model and cognitive framework theory as the theoretical basis,combined with visualization analysis technology such as Epistemic Network Analysis,supplemented by research tools such as questionnaires,classroom observations,interviews,etc,analyzes the obtained data from qualitative and quantitative perspectives,reflects the true level of students’ Collaborative problem solving ability,explores the stage characteristics of Collaborative problem solving ability development.This research takes third-year undergraduates as the research object,takes the "Network Technology Fundamentals" course as the research context,and is based on group cooperation to solve problems and completion of experimental projects.It is divided into three research stages,and different intervention strategies are designed in each stage;Then,collect students’ discourse data in natural and real classrooms as the data source of Epistemic Network Analysis;secondly,construct the cognitive dimension of evaluation according to the evaluation framework of Collaborative problem solving ability;finally,use statistical analysis,Epistemic Network Analysis and other methods to explore the characteristics of learners’ Collaborative problem solving ability,and reveal the differences and developmental characteristics of the Collaborative problem solving ability of students as a whole,groups of different levels,and different genders.The research results show that:(1)the students’ Collaborative problem solving ability has improved significantly on the whole and in each dimension,and the development of each group tends to be consistent;(2)there is no significant difference in the overall Collaborative problem solving ability of students at different levels,and the developmental characteristics are similar;(3)The Collaborative problem solving abilities of students of different genders showed significant differences in the first dimension of cognitive network,and the development characteristics were different.