PHYSICS PROBLEM SOLVING

(^) The Johnson model also examines the mix of cooperative and competitive
elements within the decision-making process. Positive Goal Interdependence is the
common goal students have in solving the problem. Resource Interdependence is the
sharing of ideas, experiences, and opinions. Negative Goal Interdependence is when
students have differing goals in solving the problem. Conflict occurs when students have
differing ideas and attempt by one of the four processes to resolve the conflict. In the
manner I am using the terms, controversy, constructive controversy, and creative conflict
are synonymous terms. In asking how the groups follow these models, it is necessary to
ascertain if these elements are present or missing. Table 4-4 (page 142) summarizes
these elements and compares the model with the results of this study.
Looking at the 14 groups in this study, the Controversy model is the most
predominate with 13 of the 14 groups following this model. The primary clues they were
following the controversy model were their goal and resource interdependence. The
Debate and Concurrence-Seeking models are totally absent. Group 4C followed the
Individualistic decision making process. Examples will help to elaborate this point.
Individualistic Model of Decision Making
Group 4C follows the Individualistic decision making process when two students
talk while the other works. Their rapid-fire style made not only for difficult coding, but
also for very unequal participation. In the episode shown in Table 4-5 (p. 145), EW
writes on one paper, while SV and JV have a one-on-one conversation with each other.
The isolation of EW is even more noticeable when viewing the videotape.