Collaborative problem solving efficacy in cognitive linguistic skill development and in the academic performance in physics

Abstract

This study aims to report how linguistic cognitive skills (to describe, to explain, to argue, and to model mathematically) develop in civil engineering students by using collaborative problem solving when teaching and learning physics. The present study includes the design, implementation, and evaluation of the didactic proposal. The method applied is quantitative and under a quasi-experimental design of three groups (two control groups and one experimental). The results indicate that when solving problems the experimental group students were able to use the skills of describing, explaining, and modeling mathematically more frequently than arguing. This is observed when students in the experimental group organized the physical concepts and information by collaborative interaction with the support from the professor. The experimental group students managed to transfer their skills to practical laboratory work. The academic performance in the experimental group shows statistically significant differences when compared to the two control groups. It is concluded that it is possible to develop problem solving competences and linguistic cognitive skills.