This article explores: (1) the barriers facing students and teachers regarding this type of assessment, and (2) a proposed framework for overcoming these barriers. In this study, the barriers and corresponding assessment techniques were determined by interviewing a sample of 17 students and five teachers. The main barrier reported by the students…

This experimental investigation seeks to confirm and extend previous investigations that resource interdependence vs. independence during problem-solving relatively extends the problem representation phase before convergence on a solution. In this current investigation, ninth-grade Korean native language participants (n = 240) worked online to…

Today, much problem solving is performed by teams, rather than individuals. The complexity of these problems has exceeded the cognitive capacity of any individual and requires a team of members to solve them. The success of solving these complex problems not only relies on individual team members who possess different but complementary expertise,…

Critical thinking (CT) is a metacognitive process, consisting of a number of sub-skills and dispositions, that, when used appropriately, increases the chances of producing a logical solution to a problem or a valid conclusion to an argument. CT has been identified as a fundamental learning objective of third-level education; however, students…

This study examined the use of online argumentation scaffolds to engage and support coherent argumentation. Participants were students in an undergraduate economics course. Results showed that providing a constraint-based argumentation scaffold during group problem-solving activities increased the generation of coherent arguments and resulted in…