Abstract

This article analyses how a group of teachers managed the resources available while performing computer-supported collaborative problem-solving tasks in the context of professional development. The authors video-recorded and analysed collaborative sessions during which the group of teachers used a digital environment to prepare a pedagogical scenario for subsequent implementation in their schools. The findings provide evidence that some aspects of context management can be explained in terms of explorative (opening problem space) and focused (closing problem space) actions. The results indicate that (a) the focused problem-solving took place when the problem space reached a provisional stability and problem-solvers developed a plan for proceeding with the task, (b) the individual exploration of the context was associated with the process of appropriation of a digital educational environment, and (c) the collective exploration of the context fostered the advancement of collaborative problem-solving and the introduction of new elements in the joint problem space.

Autore Pugliese

• Ligorio Maria Beatrice

Tutti gli autori

• LIGORIO M.B.

Titolo volume/Rivista

Non Disponibile

Anno di pubblicazione

2016

ISSN

1747-5139

ISBN

Non Disponibile

Numero di citazioni Wos

1

Ultimo Aggiornamento Citazioni

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Numero di citazioni Scopus

Non Disponibile

Ultimo Aggiornamento Citazioni

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Settori ERC

Non Disponibile

Codici ASJC

Non Disponibile