Abstract

Abstract: Our attempts at describing the processes involved in learning and knowledgebuilding activities depend on our ways of conceptualizing the context in which such activities take place. Here we trace the development of the concept of “problem space ” from its inception within the information-processing perspective as a characterization of individual problem-solving activity. We review reformulations and extensions made to the concept within the Learning Sciences, and explore them as attempts to better describe small-group interactions in complex knowledge-building contexts. Using a detailed analysis of sustained, online collaborative problem-solving activity, we propose that a new aspect of the problem space needs to be carefully considered in order to fully account for these kinds of experiences: temporal and sequential orientation to inter-subjective meaning making.

Citations