Asset Details
Do you wish to reserve the book?
Advancing the Science of Collaborative Problem Solving
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Advancing the Science of Collaborative Problem Solving
Do you wish to request the book?
Advancing the Science of Collaborative Problem Solving
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Advancing the Science of Collaborative Problem Solving
2018
Overview
Collaborative problem solving (CPS) has been receiving increasing international attention because much of the complex work in the modern world is performed by teams. However, systematic education and training on CPS is lacking for those entering and participating in the workforce. In 2015, the Programme for International Student Assessment (PISA), a global test of educational progress, documented the low levels of proficiency in CPS. This result not only underscores a significant societal need but also presents an important opportunity for psychological scientists to develop, adopt, and implement theory and empirical research on CPS and to work with educators and policy experts to improve training in CPS. This article offers some directions for psychological science to participate in the growing attention to CPS throughout the world. First, it identifies the existing theoretical frameworks and empirical research that focus on CPS. Second, it provides examples of how recent technologies can automate analyses of CPS processes and assessments so that substantially larger data sets can be analyzed and so students can receive immediate feedback on their CPS performance. Third, it identifies some challenges, debates, and uncertainties in creating an infrastructure for research, education, and training in CPS. CPS education and assessment are expected to improve when supported by larger data sets and theoretical frameworks that are informed by psychological science. This will require interdisciplinary efforts that include expertise in psychological science, education, assessment, intelligent digital technologies, and policy.
