What do teachers think about students’ approach to collaborative problem solving?

Comparison about teachers’ beliefs at different school grades

Abstract

This research shows a study involving students and teachers engaged in a collaborative problem-solving activity. We asked students to solve an OECD-PISA task and answer a metacognitive questionnaire that allowed them to review the entire problem-solving process. Teachers from different school grades replayed the same experience as the students. Then teachers answered another questionnaire designed with the aim of understanding how they imagined students behaved during the problem solving, both in the individual and collaborative phases. Preliminary results seem to show a meta-didactical conflict highlighted by discrepancy between teachers’ beliefs about students’ approach to collaborative problem solving and students’ statements.