Abstract
The article presents the results of an empirical study of the collaborative solution of thinking problems by groups of students. The study was conducted in the context of educational activities when students solve educational problems. The student group was divided into subgroups of four people; each subgroup was given a learning task. In accordance with the author’s ideas, collaborative thinking is carried out through the implementation of the following functions: generation, selection, meaning transfer, implementation. These functions are distributed among participants in collaborative problem solving. The purpose of the study was to study the distribution of functions when students collaboratively solve thinking problems. To study the distribution of functions, the author used a questionnaire to determine the distribution of functions between students. The author has shown that in the process of collaborative problem solving, functions are distributed among the participants. It is revealed that in the processes of collaborative solution of thinking tasks, each group of students has a unique combination of functions, which the author defines as the group’s thinking style.
Highlights
In public practice, strategic guidelines have been identified, which include the development of collaboration, collaborative activities, and a culture of cooperation
The analysis of the functional support of collaborative thinking activity allows us to say that in the system of collaborative thinking activity there is a complex inter-individual formation of a functional nature, which performs the functions of self-organization
This mechanism of collaborative thinking activity is objectified in the form of distribution of functions between participants in collaborative problem solving
Summary
In public practice, strategic guidelines have been identified, which include the development of collaboration, collaborative activities, and a culture of cooperation. The educational practice emphasizes the need to develop innovation competencies, the ability to think critically, the readiness to work in a team, creativity and entrepreneurship, the ability and willingness to take reasonable risks. This is evidenced, in particular, by the implementation and development of the Four Cs program (USA), the 21st century skills Assessment and training program (ATC21S) (Griffin, Care, and McGaw, 2012; Griffin, Care, and Harding, 2015). In social practice, in education, science, business, and management, attention is focused and programs are formed aimed at developing the skills and competencies of collaborative thinking, or collaborative thinking activity
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