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What Is Collaborative Problem Solving?

Helping kids with challenging behavior requires understanding why they struggle in the first place. But what if everything we thought was true about challenging behavior was actually wrong? Our Collaborative Problem Solving ® approach recognizes what research has pointed to for years – that kids with challenging behavior are already trying hard. They don’t lack the  will  to behave well. They lack the  skills  to behave well.

Collaborative Problem Solving ® is different than most approaches to working with kids with behavioral challenges in that it has a guiding philosophy attached to it. And the philosophy is a simple one. Kids do well if they can. And what that means is if a kid could do well, they would do well. And if they're not doing well, let's figure out what's standing in their way so we can help. Unfortunately, most people tend to adhere more to the philosophy of kids do well if they want to, which means if a kid isn't doing well, it must be because they don't want to. Our job is to try to make them want to, to motivate them to do better. We use 50 years of research in the neurosciences to help us understand what's getting in a kid's way. Because what we've learned over the years is that kids who struggle with their behavior, they actually don't lack the will to behave well. What they lack are the skills to behave well. Skills like flexibility, and frustration tolerance, and problem solving.

In Collaborative Problem Solving, we think of it much in the way you might think of a learning disability, except instead of areas like reading and math and writing. This is in areas like flexibility, frustration, tolerance, problem-solving. These kids are delayed in the development of those skills. Now, a long time ago, we used to think kids with learning disabilities were simply "lazy" or "dumb." Thank goodness we've come to a very different place in understanding kids with learning disabilities. However, we haven't made as much progress when it comes to kids with behavioral challenges. We still assume that they aren't trying hard to behave well when the truth of the matter is they're trying harder than anybody else because it doesn't come naturally to them. We've yet to meet a child that prefers doing poorly to doing well.

We believe kids do well if they can. We teach adults a practical assessment process that helps identify the specific skills that these kids struggle with and the situations in which they happen. Then we provide adults with three basic options for handling any of those situations. We call those our three plans. We call it Plan A. When you try to impose your will to make the child do what you want them to do, we call it Plan B. When you do Collaborative Problem Solving, and we call it Plan C, when you decide strategically to drop your expectation for now or solve the problem the way the child wants it solved. So we teach adults that they really only have these three options when it comes to handling any problem with a kid. Which one they choose depends on what they're trying to accomplish. Not surprisingly, we spend most of our time teaching adults how to do Plan B, collaborate with kids to solve problems in mutually satisfactory ways, not just to solve the problem and reduce challenging behavior, but to actually practice and build the skills that these kids lack.

Plan B has three ingredients to it. It seems simple, but don't confuse simple with easy. Those three ingredients are first and foremost, trying to understand the kid's perspective. The kid's concern, the kid's point of view about the problem to be solved. And only once we understand the child's concern can we move to the second ingredient of Plan B, where we put the adult's concern on the table, not our adult solution, but the adult concern on the table. And only once we have two sets of concerns on the table, the child's concern and the adult's concern, do we move to the third and final ingredient of Plan B. And that's where you invite the child to brainstorm potential solutions to the problem, which the two of you are going to test out together, aiming for one that is mutually satisfactory, doable, and realistic. And we teach adults lots of guideposts along the way to help facilitate that process. And once again, the goal of Plan B, not just reducing challenging behavior and solving the problem, but also helping the child and the adult to practice a whole host of skills related to flexibility, frustration, tolerance, and problem-solving. So in summary, Collaborative Problem Solving provides a guiding philosophy and then a corresponding set of assessment tools, a planning process, and a robust intervention that builds relationship, reduces challenging behavior, and builds skill. But let's remember that it all starts with the underlying philosophy that kids do well if they can. And this is about skill, not will.

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How to master Collaborative Problem Solving

In today’s rapidly evolving world, where challenges can be as diverse as the skills needed to tackle them, the ability to engage effectively in collaborative problem solving is more critical than ever. Whether in business, education, or within our daily lives, the amalgamation of varied perspectives and skills can be the difference between success and failure. But how exactly does one go about mastering the art and science of collaborative problem solving?

Collaborative problem solving (CPS) is an endeavor where two or more individuals work together in an intellectual effort to solve a common problem. This process involves sharing knowledge, learning, and building consensus to reach a solution that is acceptable for all parties involved.

Before diving into problem-solving tactics, we must first establish a foundational understanding of collaboration itself. Collaboration is not simply the act of working together; it is the synergistic and purposeful action of a group to achieve shared goals. Effective collaboration requires a blend of good communication, emotional intelligence, and conflict resolution skills.

When approaching collaborative problem solving, it is useful to follow a structured framework. One effective model breaks the process down into three main parts:

• Problem Identification : Clearly defining the problem.
• Idea Generation : Brainstorming possible solutions.
• Solution Implementation : Enacting the chosen solution.

1. Developing the Right Mindset

Embracing a collaborative mindset is the first critical step. You need to be open to other viewpoints, ready to share credit, and committed to mutual goals over individual recognition.

Example : A team leader showcases a collaborative mindset by openly soliciting input from all team members and valuing each contribution.

2. Building a Diverse Team

Diversity in a team leads to a broader range of ideas and solutions. Aim to include individuals with different skill sets, perspectives, and backgrounds.

Example : When forming a project team, include members from different departments, experiences, and cultures to enrich the solution pool.

3. Establishing a Positive Group Climate

A positive climate is conducive to open communication and creativity. Establish trust, promote fairness, and encourage constructive criticism.

Example : During meetings, create ground rules that foster respect and discourage negative behaviors such as interrupting or dismissing ideas prematurely.

4. Defining the Problem Clearly

A well-articulated problem is easier to solve. Ensure that every team member has a unified understanding of the issue at hand.

Example : Use tools like the 5 Whys technique to drill down to the root of the problem by repeatedly asking ‘why?’ until you uncover the fundamental issue.

5. Effective Communication

Clear and open communication is the bedrock of successful collaboration. Employ active listening, articulate thoughts clearly, and confirm understanding.

Example : Utilize techniques like “I statements” and reflective listening to minimize misunderstandings and validate contributions.

6. Encouraging Generous Idea Generation

The ideation phase should be uninhibited and judgement-free to spur creativity. Encourage all team members to contribute and value all ideas at this stage.

Example : Host brainstorming sessions where quantity of ideas takes precedence, using prompts like “How might we?” to kickstart creative thinking.

7. Selecting the Best Solution

Once a wealth of ideas is generated, use structured decision-making techniques to select the most feasible solution collaboratively.

Example : Implement a voting system or a pros-and-cons analysis to democratically decide on the best solution.

8. Planning and Assigning Roles

With a solution in hand, create a detailed action plan, including timelines, responsibilities, and resources required.

Example : Use project management tools like Gantt charts or Kanban boards to visualize tasks and track progress.

9. Implementing the Solution

This step requires decisive action, adaptability, and coordination among all team members. Maintain a leadership role to steer the project towards its goal.

Example : Hold regular implementation meetings to ensure team members are on track with their responsibilities and to adjust plans as necessary.

10. Leveraging Conflict Resolution

When conflicts arise, address them directly with the goal of finding a solution that benefits the collective aim of the group.

Example : Apply conflict resolution strategies like mediation or seeking a neutral third-party opinion to resolve disagreements.

11. Reviewing and Reflecting

Post-implementation, it’s important to review the process and outcomes. Take the time to reflect on what went well and where improvements can be made.

Example : Conduct a retrospective meeting to identify lessons learned and recognize team achievements.

12. Fostering Continuous Improvement

The quest for mastering collaborative problem solving is ongoing. Encourage ongoing learning and application of new strategies.

Example : Set up workshops or training sessions for team members to hone their collaborative problem-solving skills.

The journey to mastering collaborative problem solving is an investment in building relationships, enhancing communication, and fostering a culture of continuous improvement. It’s about harnessing the power of synergy where the collective output is greater than the sum of individual efforts. Through patience, persistence, and practice, you can transform any group endeavor into a dynamic force capable of overcoming the most daunting challenges.

By adhering to this comprehensive guide and seeking to continuously evolve in practice, you can master the art of collaborative problem solving and lead your teams toward exceptional outcomes that are mutually beneficial and widely supported.

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How to ace collaborative problem solving

April 30, 2023 They say two heads are better than one, but is that true when it comes to solving problems in the workplace? To solve any problem—whether personal (eg, deciding where to live), business-related (eg, raising product prices), or societal (eg, reversing the obesity epidemic)—it’s crucial to first define the problem. In a team setting, that translates to establishing a collective understanding of the problem, awareness of context, and alignment of stakeholders. “Both good strategy and good problem solving involve getting clarity about the problem at hand, being able to disaggregate it in some way, and setting priorities,” Rob McLean, McKinsey director emeritus, told McKinsey senior partner Chris Bradley  in an Inside the Strategy Room podcast episode . Check out these insights to uncover how your team can come up with the best solutions for the most complex challenges by adopting a methodical and collaborative approach. 

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Collaborative problem solving: Overcome challenges with effective solutions & techniques

Learn the most effective solutions and techniques for teamwork and collaboration.

Supriya Sarkar

Problem-solving

Promoting collaborative problem-solving is a fundamental imperative for any organization. The conventional approach to problem-solving, which often places an undue burden on a single individual, is not without its drawbacks. These include a heightened risk of errors, underutilization of the diverse talent pool, and the constraining nature of this approach.

On the contrary, when embracing problem-solving through team collaboration, organizations stand to gain a significant boost in productivity and overall performance. This approach leverages collective intelligence, creativity, and skills, leading to more effective and innovative solutions.

Can collaborative problem-solving fail?

A collaborative problem-solving approach undoubtedly offers numerous advantages, yet it is not free from challenges. Collaboration issues frequently stem from factors like inadequate communication, limited diversity of thought, lack of trust, and interpersonal conflicts. Regrettably, organizations often overlook these challenges. This leads to detrimental impacts on project timelines, budget efficiency, and even on the project success.

How can you solve collaboration challenges?

Clear communication.

Poor communication stands out as a predominant cause for the failure of numerous collaboration efforts. When team members lack clarity about the problem at hand, their designated roles, shared objectives, or the processes, collaboration initiatives are prone to falter. In order to ensure the success of collaborative endeavors, it is essential to communicate the following key aspects explicitly:

• Define the problem and establish clear goals.
• Allocate roles and responsibilities within the team.
• Set realistic timelines for the project.
• Identify the methods and tools in use.

Furthermore, fostering an environment that encourages team members to contribute suggestions and ideas is paramount. Implementing a feedback mechanism facilitates a two-way communication flow, allowing for valuable insights, the development of empathy, and the cultivation of trust. 

Build Trust

Trust is the crucial element in any collaborative effort. When team members trust one another, it creates an environment where ideas, opinions, and alternative solutions can flow freely without fear of being judged or criticized. For leaders, the imperative of nurturing trust within their teams cannot be over-emphasized. Trust is the catalyst that allows team members to open up about their challenges and concerns without hesitation. Building trust also improves accountability, team alignment, and satisfaction. 

Open communication plays a pivotal role in cultivating and cementing trust. Regular, transparent, and honest communication becomes the bridge that solidifies the bonds of trust within the team, creating an atmosphere where collaboration and shared success thrive.

Appreciation

Appreciation plays a pivotal role in maintaining team motivation. While constructive feedback helps refine and optimize workflow, acknowledging and celebrating team members’ contributions goes a step further by instilling confidence and trust. Recognizing the efforts and achievements of your team not only uplifts morale but also reinforces the belief that their work is valued and significant. Appreciating team members will create a more positive and motivated work environment, leading to better collaborative effort for the team's success and cohesion.

Workplace Diversity

Diversity involves welcoming individuals from different backgrounds, encompassing diverse experiences, skills, cultures, lifestyles, and education. It is a valuable asset in the workplace as it broadens perspectives and enhances collaborative problem-solving. Workplace diversity fosters creativity, encourages fresh approaches, and sparks innovation. On the contrary, a team lacking diversity may find itself constrained by a narrow outlook, resulting in conventional and less effective solutions. In essence, embracing diversity leads to a rich and more dynamic environment that fuels innovation and success.

Continuous Learning

Learning is the cornerstone of growth for individuals, teams, leaders, and companies. Prioritizing learning and upskilling within your team doesn't just boost efficiency and effectiveness; it injects fresh, advanced problem-solving approaches.

However, it's not just successes but also failures that hold significant value. Failure often provides insights and lessons that no formal course can offer. It is essential for a team to examine past mistakes and learn from them. This process fosters personal and collective development, sparks innovation, and safeguards against the recurrence of prior errors.

Recognizing and reflecting as a team should become a routine practice. Capture and document important lessons, data, and insights from failures and utilize this knowledge to tackle future challenges more effectively.

Making collaborative communication engaging will help you get the best out of the team. Below are a few helpful techniques that you can put into action.

Helpful techniques to make collaborative communication engaging

1- build on ideas.

Encourage a culture of collaboration by building on each other's ideas rather than resorting to an either/or mentality. Embrace team members' suggestions as opportunities for growth and innovation. Acknowledging and incorporating their input fosters a more inclusive and dynamic environment.

2- SWOT Analysis

Utilize a SWOT analysis technique to analyze proposed ideas critically. Evaluate their strengths, weaknesses, opportunities, and threats. This structured approach allows for a more comprehensive examination before accepting or rejecting suggestions, leading to well-informed decisions.

3- Incorporate New Possibilities

Keep an open mind and explore how to integrate new possibilities into existing ideas. By synergizing innovative concepts with established ones, you can enhance the effectiveness of your solutions. This approach promotes adaptability and continuous improvement.

4- Win-Win Approach

Embrace a "win-win" philosophy when communicating with your team. Foster a collective mindset, shifting from "you vs. me" to "we." This mindset encourages cooperation, shared responsibility, and a sense of unity. Collaborative problem-solving is most effective when team members are aligned on their objectives and work together harmoniously.

Collaborative problem-solving capitalizes on the collective talents of your team. Creative minds, combined with positive and open communication, can yield innovative solutions that an individual may not discover. To maximize the potential of the team members, nurture a culture of collaboration and open dialogue.

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• Published: 11 January 2023

The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature

• Enwei Xu   ORCID: orcid.org/0000-0001-6424-8169 1 ,
• Wei Wang 1 &
• Qingxia Wang 1  

Humanities and Social Sciences Communications volume  10 , Article number:  16 ( 2023 ) Cite this article

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• Science, technology and society

Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

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Introduction.

Although critical thinking has a long history in research, the concept of critical thinking, which is regarded as an essential competence for learners in the 21st century, has recently attracted more attention from researchers and teaching practitioners (National Research Council, 2012 ). Critical thinking should be the core of curriculum reform based on key competencies in the field of education (Peng and Deng, 2017 ) because students with critical thinking can not only understand the meaning of knowledge but also effectively solve practical problems in real life even after knowledge is forgotten (Kek and Huijser, 2011 ). The definition of critical thinking is not universal (Ennis, 1989 ; Castle, 2009 ; Niu et al., 2013 ). In general, the definition of critical thinking is a self-aware and self-regulated thought process (Facione, 1990 ; Niu et al., 2013 ). It refers to the cognitive skills needed to interpret, analyze, synthesize, reason, and evaluate information as well as the attitudinal tendency to apply these abilities (Halpern, 2001 ). The view that critical thinking can be taught and learned through curriculum teaching has been widely supported by many researchers (e.g., Kuncel, 2011 ; Leng and Lu, 2020 ), leading to educators’ efforts to foster it among students. In the field of teaching practice, there are three types of courses for teaching critical thinking (Ennis, 1989 ). The first is an independent curriculum in which critical thinking is taught and cultivated without involving the knowledge of specific disciplines; the second is an integrated curriculum in which critical thinking is integrated into the teaching of other disciplines as a clear teaching goal; and the third is a mixed curriculum in which critical thinking is taught in parallel to the teaching of other disciplines for mixed teaching training. Furthermore, numerous measuring tools have been developed by researchers and educators to measure critical thinking in the context of teaching practice. These include standardized measurement tools, such as WGCTA, CCTST, CCTT, and CCTDI, which have been verified by repeated experiments and are considered effective and reliable by international scholars (Facione and Facione, 1992 ). In short, descriptions of critical thinking, including its two dimensions of attitudinal tendency and cognitive skills, different types of teaching courses, and standardized measurement tools provide a complex normative framework for understanding, teaching, and evaluating critical thinking.

Cultivating critical thinking in curriculum teaching can start with a problem, and one of the most popular critical thinking instructional approaches is problem-based learning (Liu et al., 2020 ). Duch et al. ( 2001 ) noted that problem-based learning in group collaboration is progressive active learning, which can improve students’ critical thinking and problem-solving skills. Collaborative problem-solving is the organic integration of collaborative learning and problem-based learning, which takes learners as the center of the learning process and uses problems with poor structure in real-world situations as the starting point for the learning process (Liang et al., 2017 ). Students learn the knowledge needed to solve problems in a collaborative group, reach a consensus on problems in the field, and form solutions through social cooperation methods, such as dialogue, interpretation, questioning, debate, negotiation, and reflection, thus promoting the development of learners’ domain knowledge and critical thinking (Cindy, 2004 ; Liang et al., 2017 ).

Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. However, little attention has been paid to the impact of collaborative problem-solving on critical thinking. Therefore, the best approach for developing and enhancing critical thinking throughout collaborative problem-solving is to examine how to implement critical thinking instruction; however, this issue is still unexplored, which means that many teachers are incapable of better instructing critical thinking (Leng and Lu, 2020 ; Niu et al., 2013 ). For example, Huber ( 2016 ) provided the meta-analysis findings of 71 publications on gaining critical thinking over various time frames in college with the aim of determining whether critical thinking was truly teachable. These authors found that learners significantly improve their critical thinking while in college and that critical thinking differs with factors such as teaching strategies, intervention duration, subject area, and teaching type. The usefulness of collaborative problem-solving in fostering students’ critical thinking, however, was not determined by this study, nor did it reveal whether there existed significant variations among the different elements. A meta-analysis of 31 pieces of educational literature was conducted by Liu et al. ( 2020 ) to assess the impact of problem-solving on college students’ critical thinking. These authors found that problem-solving could promote the development of critical thinking among college students and proposed establishing a reasonable group structure for problem-solving in a follow-up study to improve students’ critical thinking. Additionally, previous empirical studies have reached inconclusive and even contradictory conclusions about whether and to what extent collaborative problem-solving increases or decreases critical thinking levels. As an illustration, Yang et al. ( 2008 ) carried out an experiment on the integrated curriculum teaching of college students based on a web bulletin board with the goal of fostering participants’ critical thinking in the context of collaborative problem-solving. These authors’ research revealed that through sharing, debating, examining, and reflecting on various experiences and ideas, collaborative problem-solving can considerably enhance students’ critical thinking in real-life problem situations. In contrast, collaborative problem-solving had a positive impact on learners’ interaction and could improve learning interest and motivation but could not significantly improve students’ critical thinking when compared to traditional classroom teaching, according to research by Naber and Wyatt ( 2014 ) and Sendag and Odabasi ( 2009 ) on undergraduate and high school students, respectively.

The above studies show that there is inconsistency regarding the effectiveness of collaborative problem-solving in promoting students’ critical thinking. Therefore, it is essential to conduct a thorough and trustworthy review to detect and decide whether and to what degree collaborative problem-solving can result in a rise or decrease in critical thinking. Meta-analysis is a quantitative analysis approach that is utilized to examine quantitative data from various separate studies that are all focused on the same research topic. This approach characterizes the effectiveness of its impact by averaging the effect sizes of numerous qualitative studies in an effort to reduce the uncertainty brought on by independent research and produce more conclusive findings (Lipsey and Wilson, 2001 ).

This paper used a meta-analytic approach and carried out a meta-analysis to examine the effectiveness of collaborative problem-solving in promoting students’ critical thinking in order to make a contribution to both research and practice. The following research questions were addressed by this meta-analysis:

What is the overall effect size of collaborative problem-solving in promoting students’ critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills)?

How are the disparities between the study conclusions impacted by various moderating variables if the impacts of various experimental designs in the included studies are heterogeneous?

This research followed the strict procedures (e.g., database searching, identification, screening, eligibility, merging, duplicate removal, and analysis of included studies) of Cooper’s ( 2010 ) proposed meta-analysis approach for examining quantitative data from various separate studies that are all focused on the same research topic. The relevant empirical research that appeared in worldwide educational periodicals within the 21st century was subjected to this meta-analysis using Rev-Man 5.4. The consistency of the data extracted separately by two researchers was tested using Cohen’s kappa coefficient, and a publication bias test and a heterogeneity test were run on the sample data to ascertain the quality of this meta-analysis.

Data sources and search strategies

There were three stages to the data collection process for this meta-analysis, as shown in Fig. 1 , which shows the number of articles included and eliminated during the selection process based on the statement and study eligibility criteria.

This flowchart shows the number of records identified, included and excluded in the article.

First, the databases used to systematically search for relevant articles were the journal papers of the Web of Science Core Collection and the Chinese Core source journal, as well as the Chinese Social Science Citation Index (CSSCI) source journal papers included in CNKI. These databases were selected because they are credible platforms that are sources of scholarly and peer-reviewed information with advanced search tools and contain literature relevant to the subject of our topic from reliable researchers and experts. The search string with the Boolean operator used in the Web of Science was “TS = (((“critical thinking” or “ct” and “pretest” or “posttest”) or (“critical thinking” or “ct” and “control group” or “quasi experiment” or “experiment”)) and (“collaboration” or “collaborative learning” or “CSCL”) and (“problem solving” or “problem-based learning” or “PBL”))”. The research area was “Education Educational Research”, and the search period was “January 1, 2000, to December 30, 2021”. A total of 412 papers were obtained. The search string with the Boolean operator used in the CNKI was “SU = (‘critical thinking’*‘collaboration’ + ‘critical thinking’*‘collaborative learning’ + ‘critical thinking’*‘CSCL’ + ‘critical thinking’*‘problem solving’ + ‘critical thinking’*‘problem-based learning’ + ‘critical thinking’*‘PBL’ + ‘critical thinking’*‘problem oriented’) AND FT = (‘experiment’ + ‘quasi experiment’ + ‘pretest’ + ‘posttest’ + ‘empirical study’)” (translated into Chinese when searching). A total of 56 studies were found throughout the search period of “January 2000 to December 2021”. From the databases, all duplicates and retractions were eliminated before exporting the references into Endnote, a program for managing bibliographic references. In all, 466 studies were found.

Second, the studies that matched the inclusion and exclusion criteria for the meta-analysis were chosen by two researchers after they had reviewed the abstracts and titles of the gathered articles, yielding a total of 126 studies.

Third, two researchers thoroughly reviewed each included article’s whole text in accordance with the inclusion and exclusion criteria. Meanwhile, a snowball search was performed using the references and citations of the included articles to ensure complete coverage of the articles. Ultimately, 36 articles were kept.

Two researchers worked together to carry out this entire process, and a consensus rate of almost 94.7% was reached after discussion and negotiation to clarify any emerging differences.

Eligibility criteria

Since not all the retrieved studies matched the criteria for this meta-analysis, eligibility criteria for both inclusion and exclusion were developed as follows:

The publication language of the included studies was limited to English and Chinese, and the full text could be obtained. Articles that did not meet the publication language and articles not published between 2000 and 2021 were excluded.

The research design of the included studies must be empirical and quantitative studies that can assess the effect of collaborative problem-solving on the development of critical thinking. Articles that could not identify the causal mechanisms by which collaborative problem-solving affects critical thinking, such as review articles and theoretical articles, were excluded.

The research method of the included studies must feature a randomized control experiment or a quasi-experiment, or a natural experiment, which have a higher degree of internal validity with strong experimental designs and can all plausibly provide evidence that critical thinking and collaborative problem-solving are causally related. Articles with non-experimental research methods, such as purely correlational or observational studies, were excluded.

The participants of the included studies were only students in school, including K-12 students and college students. Articles in which the participants were non-school students, such as social workers or adult learners, were excluded.

The research results of the included studies must mention definite signs that may be utilized to gauge critical thinking’s impact (e.g., sample size, mean value, or standard deviation). Articles that lacked specific measurement indicators for critical thinking and could not calculate the effect size were excluded.

Data coding design

In order to perform a meta-analysis, it is necessary to collect the most important information from the articles, codify that information’s properties, and convert descriptive data into quantitative data. Therefore, this study designed a data coding template (see Table 1 ). Ultimately, 16 coding fields were retained.

The designed data-coding template consisted of three pieces of information. Basic information about the papers was included in the descriptive information: the publishing year, author, serial number, and title of the paper.

The variable information for the experimental design had three variables: the independent variable (instruction method), the dependent variable (critical thinking), and the moderating variable (learning stage, teaching type, intervention duration, learning scaffold, group size, measuring tool, and subject area). Depending on the topic of this study, the intervention strategy, as the independent variable, was coded into collaborative and non-collaborative problem-solving. The dependent variable, critical thinking, was coded as a cognitive skill and an attitudinal tendency. And seven moderating variables were created by grouping and combining the experimental design variables discovered within the 36 studies (see Table 1 ), where learning stages were encoded as higher education, high school, middle school, and primary school or lower; teaching types were encoded as mixed courses, integrated courses, and independent courses; intervention durations were encoded as 0–1 weeks, 1–4 weeks, 4–12 weeks, and more than 12 weeks; group sizes were encoded as 2–3 persons, 4–6 persons, 7–10 persons, and more than 10 persons; learning scaffolds were encoded as teacher-supported learning scaffold, technique-supported learning scaffold, and resource-supported learning scaffold; measuring tools were encoded as standardized measurement tools (e.g., WGCTA, CCTT, CCTST, and CCTDI) and self-adapting measurement tools (e.g., modified or made by researchers); and subject areas were encoded according to the specific subjects used in the 36 included studies.

The data information contained three metrics for measuring critical thinking: sample size, average value, and standard deviation. It is vital to remember that studies with various experimental designs frequently adopt various formulas to determine the effect size. And this paper used Morris’ proposed standardized mean difference (SMD) calculation formula ( 2008 , p. 369; see Supplementary Table S3 ).

Procedure for extracting and coding data

According to the data coding template (see Table 1 ), the 36 papers’ information was retrieved by two researchers, who then entered them into Excel (see Supplementary Table S1 ). The results of each study were extracted separately in the data extraction procedure if an article contained numerous studies on critical thinking, or if a study assessed different critical thinking dimensions. For instance, Tiwari et al. ( 2010 ) used four time points, which were viewed as numerous different studies, to examine the outcomes of critical thinking, and Chen ( 2013 ) included the two outcome variables of attitudinal tendency and cognitive skills, which were regarded as two studies. After discussion and negotiation during data extraction, the two researchers’ consistency test coefficients were roughly 93.27%. Supplementary Table S2 details the key characteristics of the 36 included articles with 79 effect quantities, including descriptive information (e.g., the publishing year, author, serial number, and title of the paper), variable information (e.g., independent variables, dependent variables, and moderating variables), and data information (e.g., mean values, standard deviations, and sample size). Following that, testing for publication bias and heterogeneity was done on the sample data using the Rev-Man 5.4 software, and then the test results were used to conduct a meta-analysis.

Publication bias test

When the sample of studies included in a meta-analysis does not accurately reflect the general status of research on the relevant subject, publication bias is said to be exhibited in this research. The reliability and accuracy of the meta-analysis may be impacted by publication bias. Due to this, the meta-analysis needs to check the sample data for publication bias (Stewart et al., 2006 ). A popular method to check for publication bias is the funnel plot; and it is unlikely that there will be publishing bias when the data are equally dispersed on either side of the average effect size and targeted within the higher region. The data are equally dispersed within the higher portion of the efficient zone, consistent with the funnel plot connected with this analysis (see Fig. 2 ), indicating that publication bias is unlikely in this situation.

This funnel plot shows the result of publication bias of 79 effect quantities across 36 studies.

Heterogeneity test

To select the appropriate effect models for the meta-analysis, one might use the results of a heterogeneity test on the data effect sizes. In a meta-analysis, it is common practice to gauge the degree of data heterogeneity using the I 2 value, and I 2  ≥ 50% is typically understood to denote medium-high heterogeneity, which calls for the adoption of a random effect model; if not, a fixed effect model ought to be applied (Lipsey and Wilson, 2001 ). The findings of the heterogeneity test in this paper (see Table 2 ) revealed that I 2 was 86% and displayed significant heterogeneity ( P  < 0.01). To ensure accuracy and reliability, the overall effect size ought to be calculated utilizing the random effect model.

The analysis of the overall effect size

This meta-analysis utilized a random effect model to examine 79 effect quantities from 36 studies after eliminating heterogeneity. In accordance with Cohen’s criterion (Cohen, 1992 ), it is abundantly clear from the analysis results, which are shown in the forest plot of the overall effect (see Fig. 3 ), that the cumulative impact size of cooperative problem-solving is 0.82, which is statistically significant ( z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]), and can encourage learners to practice critical thinking.

This forest plot shows the analysis result of the overall effect size across 36 studies.

In addition, this study examined two distinct dimensions of critical thinking to better understand the precise contributions that collaborative problem-solving makes to the growth of critical thinking. The findings (see Table 3 ) indicate that collaborative problem-solving improves cognitive skills (ES = 0.70) and attitudinal tendency (ES = 1.17), with significant intergroup differences (chi 2  = 7.95, P  < 0.01). Although collaborative problem-solving improves both dimensions of critical thinking, it is essential to point out that the improvements in students’ attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]), whereas gains in learners’ cognitive skill are slightly improved and are just above average. (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

The analysis of moderator effect size

The whole forest plot’s 79 effect quantities underwent a two-tailed test, which revealed significant heterogeneity ( I 2  = 86%, z  = 12.78, P  < 0.01), indicating differences between various effect sizes that may have been influenced by moderating factors other than sampling error. Therefore, exploring possible moderating factors that might produce considerable heterogeneity was done using subgroup analysis, such as the learning stage, learning scaffold, teaching type, group size, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, in order to further explore the key factors that influence critical thinking. The findings (see Table 4 ) indicate that various moderating factors have advantageous effects on critical thinking. In this situation, the subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), learning scaffold (chi 2  = 9.03, P  < 0.01), and teaching type (chi 2  = 7.20, P  < 0.05) are all significant moderators that can be applied to support the cultivation of critical thinking. However, since the learning stage and the measuring tools did not significantly differ among intergroup (chi 2  = 3.15, P  = 0.21 > 0.05, and chi 2  = 0.08, P  = 0.78 > 0.05), we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving. These are the precise outcomes, as follows:

Various learning stages influenced critical thinking positively, without significant intergroup differences (chi 2  = 3.15, P  = 0.21 > 0.05). High school was first on the list of effect sizes (ES = 1.36, P  < 0.01), then higher education (ES = 0.78, P  < 0.01), and middle school (ES = 0.73, P  < 0.01). These results show that, despite the learning stage’s beneficial influence on cultivating learners’ critical thinking, we are unable to explain why it is essential for cultivating critical thinking in the context of collaborative problem-solving.

Different teaching types had varying degrees of positive impact on critical thinking, with significant intergroup differences (chi 2  = 7.20, P  < 0.05). The effect size was ranked as follows: mixed courses (ES = 1.34, P  < 0.01), integrated courses (ES = 0.81, P  < 0.01), and independent courses (ES = 0.27, P  < 0.01). These results indicate that the most effective approach to cultivate critical thinking utilizing collaborative problem solving is through the teaching type of mixed courses.

Various intervention durations significantly improved critical thinking, and there were significant intergroup differences (chi 2  = 12.18, P  < 0.01). The effect sizes related to this variable showed a tendency to increase with longer intervention durations. The improvement in critical thinking reached a significant level (ES = 0.85, P  < 0.01) after more than 12 weeks of training. These findings indicate that the intervention duration and critical thinking’s impact are positively correlated, with a longer intervention duration having a greater effect.

Different learning scaffolds influenced critical thinking positively, with significant intergroup differences (chi 2  = 9.03, P  < 0.01). The resource-supported learning scaffold (ES = 0.69, P  < 0.01) acquired a medium-to-higher level of impact, the technique-supported learning scaffold (ES = 0.63, P  < 0.01) also attained a medium-to-higher level of impact, and the teacher-supported learning scaffold (ES = 0.92, P  < 0.01) displayed a high level of significant impact. These results show that the learning scaffold with teacher support has the greatest impact on cultivating critical thinking.

Various group sizes influenced critical thinking positively, and the intergroup differences were statistically significant (chi 2  = 8.77, P  < 0.05). Critical thinking showed a general declining trend with increasing group size. The overall effect size of 2–3 people in this situation was the biggest (ES = 0.99, P  < 0.01), and when the group size was greater than 7 people, the improvement in critical thinking was at the lower-middle level (ES < 0.5, P  < 0.01). These results show that the impact on critical thinking is positively connected with group size, and as group size grows, so does the overall impact.

Various measuring tools influenced critical thinking positively, with significant intergroup differences (chi 2  = 0.08, P  = 0.78 > 0.05). In this situation, the self-adapting measurement tools obtained an upper-medium level of effect (ES = 0.78), whereas the complete effect size of the standardized measurement tools was the largest, achieving a significant level of effect (ES = 0.84, P  < 0.01). These results show that, despite the beneficial influence of the measuring tool on cultivating critical thinking, we are unable to explain why it is crucial in fostering the growth of critical thinking by utilizing the approach of collaborative problem-solving.

Different subject areas had a greater impact on critical thinking, and the intergroup differences were statistically significant (chi 2  = 13.36, P  < 0.05). Mathematics had the greatest overall impact, achieving a significant level of effect (ES = 1.68, P  < 0.01), followed by science (ES = 1.25, P  < 0.01) and medical science (ES = 0.87, P  < 0.01), both of which also achieved a significant level of effect. Programming technology was the least effective (ES = 0.39, P  < 0.01), only having a medium-low degree of effect compared to education (ES = 0.72, P  < 0.01) and other fields (such as language, art, and social sciences) (ES = 0.58, P  < 0.01). These results suggest that scientific fields (e.g., mathematics, science) may be the most effective subject areas for cultivating critical thinking utilizing the approach of collaborative problem-solving.

The effectiveness of collaborative problem solving with regard to teaching critical thinking

According to this meta-analysis, using collaborative problem-solving as an intervention strategy in critical thinking teaching has a considerable amount of impact on cultivating learners’ critical thinking as a whole and has a favorable promotional effect on the two dimensions of critical thinking. According to certain studies, collaborative problem solving, the most frequently used critical thinking teaching strategy in curriculum instruction can considerably enhance students’ critical thinking (e.g., Liang et al., 2017 ; Liu et al., 2020 ; Cindy, 2004 ). This meta-analysis provides convergent data support for the above research views. Thus, the findings of this meta-analysis not only effectively address the first research query regarding the overall effect of cultivating critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills) utilizing the approach of collaborative problem-solving, but also enhance our confidence in cultivating critical thinking by using collaborative problem-solving intervention approach in the context of classroom teaching.

Furthermore, the associated improvements in attitudinal tendency are much stronger, but the corresponding improvements in cognitive skill are only marginally better. According to certain studies, cognitive skill differs from the attitudinal tendency in classroom instruction; the cultivation and development of the former as a key ability is a process of gradual accumulation, while the latter as an attitude is affected by the context of the teaching situation (e.g., a novel and exciting teaching approach, challenging and rewarding tasks) (Halpern, 2001 ; Wei and Hong, 2022 ). Collaborative problem-solving as a teaching approach is exciting and interesting, as well as rewarding and challenging; because it takes the learners as the focus and examines problems with poor structure in real situations, and it can inspire students to fully realize their potential for problem-solving, which will significantly improve their attitudinal tendency toward solving problems (Liu et al., 2020 ). Similar to how collaborative problem-solving influences attitudinal tendency, attitudinal tendency impacts cognitive skill when attempting to solve a problem (Liu et al., 2020 ; Zhang et al., 2022 ), and stronger attitudinal tendencies are associated with improved learning achievement and cognitive ability in students (Sison, 2008 ; Zhang et al., 2022 ). It can be seen that the two specific dimensions of critical thinking as well as critical thinking as a whole are affected by collaborative problem-solving, and this study illuminates the nuanced links between cognitive skills and attitudinal tendencies with regard to these two dimensions of critical thinking. To fully develop students’ capacity for critical thinking, future empirical research should pay closer attention to cognitive skills.

The moderating effects of collaborative problem solving with regard to teaching critical thinking

In order to further explore the key factors that influence critical thinking, exploring possible moderating effects that might produce considerable heterogeneity was done using subgroup analysis. The findings show that the moderating factors, such as the teaching type, learning stage, group size, learning scaffold, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, could all support the cultivation of collaborative problem-solving in critical thinking. Among them, the effect size differences between the learning stage and measuring tool are not significant, which does not explain why these two factors are crucial in supporting the cultivation of critical thinking utilizing the approach of collaborative problem-solving.

In terms of the learning stage, various learning stages influenced critical thinking positively without significant intergroup differences, indicating that we are unable to explain why it is crucial in fostering the growth of critical thinking.

Although high education accounts for 70.89% of all empirical studies performed by researchers, high school may be the appropriate learning stage to foster students’ critical thinking by utilizing the approach of collaborative problem-solving since it has the largest overall effect size. This phenomenon may be related to student’s cognitive development, which needs to be further studied in follow-up research.

With regard to teaching type, mixed course teaching may be the best teaching method to cultivate students’ critical thinking. Relevant studies have shown that in the actual teaching process if students are trained in thinking methods alone, the methods they learn are isolated and divorced from subject knowledge, which is not conducive to their transfer of thinking methods; therefore, if students’ thinking is trained only in subject teaching without systematic method training, it is challenging to apply to real-world circumstances (Ruggiero, 2012 ; Hu and Liu, 2015 ). Teaching critical thinking as mixed course teaching in parallel to other subject teachings can achieve the best effect on learners’ critical thinking, and explicit critical thinking instruction is more effective than less explicit critical thinking instruction (Bensley and Spero, 2014 ).

In terms of the intervention duration, with longer intervention times, the overall effect size shows an upward tendency. Thus, the intervention duration and critical thinking’s impact are positively correlated. Critical thinking, as a key competency for students in the 21st century, is difficult to get a meaningful improvement in a brief intervention duration. Instead, it could be developed over a lengthy period of time through consistent teaching and the progressive accumulation of knowledge (Halpern, 2001 ; Hu and Liu, 2015 ). Therefore, future empirical studies ought to take these restrictions into account throughout a longer period of critical thinking instruction.

With regard to group size, a group size of 2–3 persons has the highest effect size, and the comprehensive effect size decreases with increasing group size in general. This outcome is in line with some research findings; as an example, a group composed of two to four members is most appropriate for collaborative learning (Schellens and Valcke, 2006 ). However, the meta-analysis results also indicate that once the group size exceeds 7 people, small groups cannot produce better interaction and performance than large groups. This may be because the learning scaffolds of technique support, resource support, and teacher support improve the frequency and effectiveness of interaction among group members, and a collaborative group with more members may increase the diversity of views, which is helpful to cultivate critical thinking utilizing the approach of collaborative problem-solving.

With regard to the learning scaffold, the three different kinds of learning scaffolds can all enhance critical thinking. Among them, the teacher-supported learning scaffold has the largest overall effect size, demonstrating the interdependence of effective learning scaffolds and collaborative problem-solving. This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by using learning scaffolds (Reiser, 2004 ; Xu et al., 2022 ); learning scaffolds can lower task complexity and unpleasant feelings while also enticing students to engage in learning activities (Wood et al., 2006 ); learning scaffolds are designed to assist students in using learning approaches more successfully to adapt the collaborative problem-solving process, and the teacher-supported learning scaffolds have the greatest influence on critical thinking in this process because they are more targeted, informative, and timely (Xu et al., 2022 ).

With respect to the measuring tool, despite the fact that standardized measurement tools (such as the WGCTA, CCTT, and CCTST) have been acknowledged as trustworthy and effective by worldwide experts, only 54.43% of the research included in this meta-analysis adopted them for assessment, and the results indicated no intergroup differences. These results suggest that not all teaching circumstances are appropriate for measuring critical thinking using standardized measurement tools. “The measuring tools for measuring thinking ability have limits in assessing learners in educational situations and should be adapted appropriately to accurately assess the changes in learners’ critical thinking.”, according to Simpson and Courtney ( 2002 , p. 91). As a result, in order to more fully and precisely gauge how learners’ critical thinking has evolved, we must properly modify standardized measuring tools based on collaborative problem-solving learning contexts.

With regard to the subject area, the comprehensive effect size of science departments (e.g., mathematics, science, medical science) is larger than that of language arts and social sciences. Some recent international education reforms have noted that critical thinking is a basic part of scientific literacy. Students with scientific literacy can prove the rationality of their judgment according to accurate evidence and reasonable standards when they face challenges or poorly structured problems (Kyndt et al., 2013 ), which makes critical thinking crucial for developing scientific understanding and applying this understanding to practical problem solving for problems related to science, technology, and society (Yore et al., 2007 ).

Suggestions for critical thinking teaching

Other than those stated in the discussion above, the following suggestions are offered for critical thinking instruction utilizing the approach of collaborative problem-solving.

First, teachers should put a special emphasis on the two core elements, which are collaboration and problem-solving, to design real problems based on collaborative situations. This meta-analysis provides evidence to support the view that collaborative problem-solving has a strong synergistic effect on promoting students’ critical thinking. Asking questions about real situations and allowing learners to take part in critical discussions on real problems during class instruction are key ways to teach critical thinking rather than simply reading speculative articles without practice (Mulnix, 2012 ). Furthermore, the improvement of students’ critical thinking is realized through cognitive conflict with other learners in the problem situation (Yang et al., 2008 ). Consequently, it is essential for teachers to put a special emphasis on the two core elements, which are collaboration and problem-solving, and design real problems and encourage students to discuss, negotiate, and argue based on collaborative problem-solving situations.

Second, teachers should design and implement mixed courses to cultivate learners’ critical thinking, utilizing the approach of collaborative problem-solving. Critical thinking can be taught through curriculum instruction (Kuncel, 2011 ; Leng and Lu, 2020 ), with the goal of cultivating learners’ critical thinking for flexible transfer and application in real problem-solving situations. This meta-analysis shows that mixed course teaching has a highly substantial impact on the cultivation and promotion of learners’ critical thinking. Therefore, teachers should design and implement mixed course teaching with real collaborative problem-solving situations in combination with the knowledge content of specific disciplines in conventional teaching, teach methods and strategies of critical thinking based on poorly structured problems to help students master critical thinking, and provide practical activities in which students can interact with each other to develop knowledge construction and critical thinking utilizing the approach of collaborative problem-solving.

Third, teachers should be more trained in critical thinking, particularly preservice teachers, and they also should be conscious of the ways in which teachers’ support for learning scaffolds can promote critical thinking. The learning scaffold supported by teachers had the greatest impact on learners’ critical thinking, in addition to being more directive, targeted, and timely (Wood et al., 2006 ). Critical thinking can only be effectively taught when teachers recognize the significance of critical thinking for students’ growth and use the proper approaches while designing instructional activities (Forawi, 2016 ). Therefore, with the intention of enabling teachers to create learning scaffolds to cultivate learners’ critical thinking utilizing the approach of collaborative problem solving, it is essential to concentrate on the teacher-supported learning scaffolds and enhance the instruction for teaching critical thinking to teachers, especially preservice teachers.

Implications and limitations

There are certain limitations in this meta-analysis, but future research can correct them. First, the search languages were restricted to English and Chinese, so it is possible that pertinent studies that were written in other languages were overlooked, resulting in an inadequate number of articles for review. Second, these data provided by the included studies are partially missing, such as whether teachers were trained in the theory and practice of critical thinking, the average age and gender of learners, and the differences in critical thinking among learners of various ages and genders. Third, as is typical for review articles, more studies were released while this meta-analysis was being done; therefore, it had a time limit. With the development of relevant research, future studies focusing on these issues are highly relevant and needed.

Conclusions

The subject of the magnitude of collaborative problem-solving’s impact on fostering students’ critical thinking, which received scant attention from other studies, was successfully addressed by this study. The question of the effectiveness of collaborative problem-solving in promoting students’ critical thinking was addressed in this study, which addressed a topic that had gotten little attention in earlier research. The following conclusions can be made:

Regarding the results obtained, collaborative problem solving is an effective teaching approach to foster learners’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]). With respect to the dimensions of critical thinking, collaborative problem-solving can significantly and effectively improve students’ attitudinal tendency, and the comprehensive effect is significant (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

As demonstrated by both the results and the discussion, there are varying degrees of beneficial effects on students’ critical thinking from all seven moderating factors, which were found across 36 studies. In this context, the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have a positive impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. Since the learning stage (chi 2  = 3.15, P  = 0.21 > 0.05) and measuring tools (chi 2  = 0.08, P  = 0.78 > 0.05) did not demonstrate any significant intergroup differences, we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving.

Data availability

All data generated or analyzed during this study are included within the article and its supplementary information files, and the supplementary information files are available in the Dataverse repository: https://doi.org/10.7910/DVN/IPFJO6 .

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Acknowledgements

This research was supported by the graduate scientific research and innovation project of Xinjiang Uygur Autonomous Region named “Research on in-depth learning of high school information technology courses for the cultivation of computing thinking” (No. XJ2022G190) and the independent innovation fund project for doctoral students of the College of Educational Science of Xinjiang Normal University named “Research on project-based teaching of high school information technology courses from the perspective of discipline core literacy” (No. XJNUJKYA2003).

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Xu, E., Wang, W. & Wang, Q. The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanit Soc Sci Commun 10 , 16 (2023). https://doi.org/10.1057/s41599-023-01508-1

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DOI : https://doi.org/10.1057/s41599-023-01508-1

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Collaborative Problem Solving With Design Thinking - Activity Template

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14 Best Team Building Problem Solving Group Activities For 2024

The best teams see solutions where others see problems. A great company culture is built around a collaborative spirit and the type of unity it takes to find answers to the big business questions.

So how can you get team members working together?

How can you develop a mentality that will help them overcome obstacles they have yet to encounter?

One of the best ways to improve your teams’ problem solving skills is through team building problem solving activities .

“86% of employees and executives cite lack of collaboration or ineffective communication for workplace failures.” — Bit.AI

These activities can simulate true-to-life scenarios they’ll find themselves in, or the scenarios can call on your employees or coworkers to dig deep and get creative in a more general sense.

The truth is, on a day-to-day basis, you have to prepare for the unexpected. It just happens that team building activities help with that, but are so fun that they don’t have to feel like work ( consider how you don’t even feel like you’re working out when you’re playing your favorite sport or doing an exercise you actually enjoy! )

What are the benefits of group problem-solving activities?

The benefits of group problem-solving activities for team building include:

• Better communication
• Improved collaboration and teamwork
• More flexible thinking
• Faster problem-solving
• Better proactivity and decision making

Without further ado, check out this list of the 14 best team-building problem-solving group activities for 2024!

Page Contents (Click To Jump)

Popular Problem Solving Activities

1. virtual team challenge.

Virtual Team Challenges are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team brainstorming, discussing, and creating solutions for a given problem.

Participants work both individually and collaboratively to come up with ideas and strategies that will help them reach their goals.

Why this is a fun problem-solving activity: Participants can interact and communicate with each other in a virtual environment while simultaneously engaging with the problem-solving activities. This makes it an enjoyable experience that allows people to use their creative thinking skills, build team spirit, and gain valuable insights into the issue at hand.

Problem-solving activities such as Virtual Team Challenges offer a great way for teams to come together, collaborate, and develop creative solutions to complex problems.

2. Problem-Solving Templates

Problem-Solving Templates are popular problem-solving activities that involve a group of people working together to solve an issue. The challenge generally involves members of the team utilizing pre-made templates and creating solutions for a given problem with the help of visual aids.

This activity is great for teams that need assistance in getting started on their problem-solving journey.

Why this is a fun problem-solving activity: Problem-Solving Templates offer teams an easy and stress-free way to get the creative juices flowing. The visual aids that come with the templates help team members better understand the issue at hand and easily come up with solutions together.

This activity is great for teams that need assistance in getting started on their problem-solving journey, as it provides an easy and stress-free way to get the creative juices flowing.

Problem Solving Group Activities & Games For Team Building

3. coworker feud, “it’s all fun and games”.

Coworker Feud is a twist on the classic Family Feud game show! This multiple rapid round game keeps the action flowing and the questions going. You can choose from a variety of customizations, including picking the teams yourself, randomized teams, custom themes, and custom rounds.

Best for: Hybrid teams

Why this is an effective problem solving group activity: Coworker Feud comes with digital game materials, a digital buzzer, an expert host, and a zoom link to get the participants ready for action! Teams compete with each other to correctly answer the survey questions. At the end of the game, the team with the most competitive answers is declared the winner of the Feud.

How to get started:

• Sign up for Coworker Feud
• Break into teams of 4 to 10 people
• Get the competitive juices flowing and let the games begin!

Learn more here: Coworker Feud

4. Crack The Case

“who’s a bad mamma jamma”.

Crack The Case is a classic WhoDoneIt game that forces employees to depend on their collective wit to stop a deadly murderer dead in his tracks! Remote employees and office commuters can join forces to end this crime spree.

Best for: Remote teams

Why this is an effective problem solving group activity: The Virtual Clue Murder Mystery is an online problem solving activity that uses a proprietary videoconferencing platform to offer the chance for employees and coworkers to study case files, analyze clues, and race to find the motive, the method, and the individual behind the murder of Neil Davidson.

• Get a custom quote here
• Download the app
• Let the mystery-solving collaboration begin!

Learn more here: Crack The Case

5. Catch Meme If You Can

“can’t touch this”.

Purposefully created to enhance leadership skills and team bonding , Catch Meme If You Can is a hybrid between a scavenger hunt and an escape room . Teammates join together to search for clues, solve riddles, and get out — just in time!

Best for: Small teams

Why this is an effective problem solving group activity: Catch Meme If You Can is an adventure with a backstory. Each team has to submit their answer to the puzzle in order to continue to the next part of the sequence. May the best team escape!

• The teams will be given instructions and the full storyline
• Teams will be split into a handful of people each
• The moderator will kick off the action!

Learn more here: Catch Meme If You Can

6. Puzzle Games

“just something to puzzle over”.

Puzzle Games is the fresh trivia game to test your employees and blow their minds with puzzles, jokes , and fun facts!

Best for: In-person teams

Why this is an effective problem solving group activity: Eight mini brain teaser and trivia style games include word puzzles, name that nonsense, name that tune, and much more. Plus, the points each team earns will go towards planting trees in the precious ecosystems and forests of Uganda

• Get a free consultation for your team
• Get a custom designed invitation for your members
• Use the game link
• Dedicated support will help your team enjoy Puzzle Games to the fullest!

Learn more here: Puzzle Games

7. Virtual Code Break

“for virtual teams”.

Virtual Code Break is a virtual team building activity designed for remote participants around the globe. Using a smart video conferencing solution, virtual teams compete against each other to complete challenges, answer trivia questions, and solve brain-busters!

Why this is an effective problem solving group activity: Virtual Code Break can be played by groups as small as 4 people all the way up to more than 1,000 people at once. However, every team will improve their communication and problem-solving skills as they race against the clock and depend on each other’s strengths to win!

• Reach out for a free consultation to align the needs of your team
• An event facilitator will be assigned to handle all of the set-up and logistics
• They will also provide you with logins and a play-by-play of what to expect
• Sign into the Outback video conferencing platform and join your pre-assigned team
• Lastly, let the games begin!

Learn more here: Virtual Code Break

8. Stranded

“survivor: office edition”.

Stranded is the perfect scenario-based problem solving group activity. The doors of the office are locked and obviously your team can’t just knock them down or break the windows.

Why this is an effective problem solving group activity: Your team has less than half an hour to choose 10 items around the office that will help them survive. They then rank the items in order of importance. It’s a bit like the classic game of being lost at sea without a lifeboat.

• Get everyone together in the office
• Lock the doors
• Let them start working together to plan their survival

Learn more here: Stranded

9. Letting Go Game

“for conscious healing”.

The Letting Go Game is a game of meditation and mindfulness training for helping teammates thrive under pressure and reduce stress in the process. The tasks of the Letting Go Game boost resiliency, attentiveness, and collaboration.

Why this is an effective problem solving group activity: Expert-guided activities and awareness exercises encourage team members to think altruistically and demonstrate acts of kindness. Between yoga, face painting, and fun photography, your employees or coworkers will have more than enough to keep them laughing and growing together with this mindfulness activity!

• Reach out for a free consultation
• A guide will then help lead the exercises
• Let the funny videos, pictures, and playing begin!

Learn more here: Letting Go Game

10. Wild Goose Chase

“city time”.

Wild Goose Chase is the creative problem solving activity that will take teams all around your city and bring them together as a group! This scavenger hunt works for teams as small as 10 up to groups of over 5000 people.

Best for: Large teams

Why this is an effective group problem solving activity: As employees and group members are coming back to the office, there are going to be times that they’re itching to get outside. Wild Goose Chase is the perfect excuse to satisfy the desire to go out-of-office every now and then. Plus, having things to look at and see around the city will get employees talking in ways they never have before.

• Download the Outback app to access the Wild Goose Chase
• Take photos and videos from around the city
• The most successful team at completing challenges on time is the champ!

Learn more here: Wild Goose Chase

11. Human Knot

“for a knotty good time”.

The Human Knot is one of the best icebreaker team building activities! In fact, there’s a decent chance you played it in grade school. It’s fun, silly, and best of all — free!

Why this is an effective group problem solving activity: Participants start in a circle and connect hands with two other people in the group to form a human knot. The team then has to work together and focus on clear communication to unravel the human knot by maneuvering their way out of this hands-on conundrum. But there’s a catch — they can’t let go of each other’s hands in this team building exercise.

• Form a circle
• Tell each person to grab a random hand until all hands are holding another
• They can’t hold anyone’s hand who is directly next to them
• Now they have to get to untangling
• If the chain breaks before everyone is untangled, they have to start over again

Learn more here: Human Knot

12. What Would You Do?

“because it’s fun to imagine”.

What Would You Do? Is the hypothetical question game that gets your team talking and brainstorming about what they’d do in a variety of fun, intriguing, and sometimes, whacky scenarios.

Best for: Distributed teams

Why this is an effective group problem solving activity: After employees or coworkers start talking about their What Would You Do? responses, they won’t be able to stop. That’s what makes this such an incredible team building activity . For example, you could ask questions like “If you could live forever, what would you do with your time?” or “If you never had to sleep, what would you do?”

• In addition to hypothetical questions, you could also give teammates some optional answers to get them started
• After that, let them do the talking — then they’ll be laughing and thinking and dreaming, too!

13. Crossing The River

“quite the conundrum”.

Crossing The River is a river-crossing challenge with one correct answer. Your team gets five essential elements — a chicken, a fox, a rowboat, a woman, and a bag of corn. You see, the woman has a bit of a problem, you tell them. She has to get the fox, the bag of corn, and the chicken to the other side of the river as efficiently as possible.

Why this is an effective group problem solving activity: She has a rowboat, but it can only carry her and one other item at a time. She cannot leave the chicken and the fox alone — for obvious reasons. And she can’t leave the chicken with the corn because it will gobble it right up. So the question for your team is how does the woman get all five elements to the other side of the river safely in this fun activity?

• Form teams of 2 to 5 people
• Each team has to solve the imaginary riddle
• Just make sure that each group understands that the rowboat can only carry one animal and one item at a time; the fox and chicken can’t be alone; and the bag of corn and the chicken cannot be left alone
• Give the verbal instructions for getting everything over to the other side

14. End-Hunger Games

“philanthropic fun”.

Does anything bond people quite like acts of kindness and compassion? The End-Hunger Games will get your team to rally around solving the serious problem of hunger.

Best for: Medium-sized teams

Why this is an effective problem solving group activity: Teams join forces to complete challenges based around non-perishable food items in the End-Hunger Games. Groups can range in size from 25 to more than 2000 people, who will all work together to collect food for the local food bank.

• Split into teams and compete to earn boxes and cans of non-perishable food
• Each team attempts to build the most impressive food item construction
• Donate all of the non-perishable foods to a local food bank

Learn more here: End-Hunger Games

People Also Ask These Questions About Team Building Problem Solving Group Activities

Q: what are some problem solving group activities.

• A: Some problem solving group activities can include riddles, egg drop, reverse pyramid, tallest tower, trivia, and other moderator-led activities.

Q: What kind of skills do group problem solving activities & games improve?

• A: Group problem solving activities and games improve collaboration, leadership, and communication skills.

Q: What are problem solving based team building activities & games?

• A: Problem solving based team building activities and games are activities that challenge teams to work together in order to complete them.

Q: What are some fun free problem solving games for groups?

• A: Some fun free problem solving games for groups are kinesthetic puzzles like the human knot game, which you can read more about in this article. You can also use all sorts of random items like whiteboards, straws, building blocks, sticky notes, blindfolds, rubber bands, and legos to invent a game that will get the whole team involved.

Q: How do I choose the most effective problem solving exercise for my team?

• A: The most effective problem solving exercise for your team is one that will challenge them to be their best selves and expand their creative thinking.

Q: How do I know if my group problem solving activity was successful?

• A: In the short-term, you’ll know if your group problem solving activity was successful because your team will bond over it; however, that should also translate to more productivity in the mid to long-term.

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Top 10 Problem Solving Templates with Samples and Examples

In today's competitive business world, excelling at problem solving is crucial for achieving success. A recent study by McKinsey has shown that companies that are skilled at problem solving tend to outperform their peers in terms of revenue growth and shareholder returns. In fact, the top quartile of problem-solving organizations achieved 50% higher revenue growth and 33% higher total returns to shareholders compared to the bottom quartile. Therefore, it's clear that mastering problem solving is essential for any business to thrive.

Finding effective solutions to business challenges, however, can be daunting. That's where SlideTeam's Problem-solving Templates come in to provide a step-by-step approach enabling you to break down complex issues into manageable parts and develop effective solutions. We offer a range of templates, including SWOT analysis, Fishbone diagrams, and Root Cause Analysis, that will equip you with the tools you need to tackle any business problem.

Problem-Solving Templates

If you're tired of struggling to find solutions to the challenges your business faces, explore these Problem-Solving Templates. Don't let obstacles hold your business back – try our templates today and take your business to the next level.

Let’s begin.

Template 1: Organizational Problem-Solving Tool PowerPoint Presentation

For an organization, problem-solving is required in all its operational aspects-right, from planning, controlling, marketing, and manufacturing to managing financial aspects, products as well as customers. This PPT template presents slides that enable an organization to analyze information across all its operations and departments and identify problems and then solve these problems. This editable PPT Template enables an organization to plan its progress path by allocating the right people and resources to solve problems.

Download Now!

Template 2: Problem Solving Approach Business Organizational Analysis Assessment Systems

This editable PPT Template with its attractive graphics and design, enables any business to adopt the right approach to problem-solving. The template enables any organization to analyze different approaches like three-phase approach, collaborative approach, strategy-based approach, etc.

Template 3: Sample A3 Problem Solving Report Collection of Quality Control Templates PPT Diagrams

This easy-to-use PPT template helps organizations solve problems related to quality control. Using this template, an organization can identify the root cause of the problem and the background of the problem and formulate a plan of action to solve the problem. It includes sections for the current situation, checking, acting, and rectifying the errors.

Template 4: Sample A3 Problem Solving Report

This customizable and readily downloadable PPT template enables an organization to solve problems that are reflected in quality assurance reports. Any business can identify a quality-related problem, its background, its cause, as well as other aspects of the problem and then find the best solution to the problem using this template.

Template 5: Optimizing Transformation Strawman Proposal

For any organization, it is important to achieve operational efficiency. However, several issues are often faced when it comes to the operational aspects of a business, and identifying these is mandatory for an organization. Using this PPT Template, an organization can analyze its operational problems and discuss in detail how technology can be used to solve the problem and bring about a transformation that can help to enhance operational efficiency.

Template 6: Collaborative Problem Solving and Assessment Approach

This PPT template, available for instant download, helps an organization to use a collaborative problem-solving and assessment approach to analyze problems related to new products, technologies, ideas, etc., and adopt the best practices to solve the problem.

Template 7: Situation Complication Resolution Framework for Problem Solving

This attractive PPT Template, with its colorful graphics, enables an organization to adopt the framework model to solve a problem. This model enables any business to analyze the current situation, identify the complications associated with the situation, and then find the solution or the best way to resolve the problem.

Template 8: Five-circle Arrow Process for Problem Solving

This adaptable PPT template, with its attractive design, provides a five-circle arrow process for solving problems related to any aspect of the organization. Using this PPT template, an organization can define a problem, generate new ideas to solve the problem, evaluate and select solutions and implement and evaluate the solutions to ensure that the problem gets solved in the most optimal manner.

Template 9: 3-Step Process of Problem-solving Analysis

The process of problem-solving is not always easy because, most of the time, a business fails to identify the problem. Using this customizable PPT Template, a business can adopt a 3-step approach to problem-solving. With the help of this template, an organization can implement the stages of problem identification, problem analysis, and solution development to solve the problem in the most effective manner.

Template 10: 6 segments of problem-solving model

This PPT template presents 6 steps to solve a problem that an organization may face in any of its operational aspects. This PPT template is easy to edit and enables any business to adopt the stages of defining a problem, determining the root cause of the problem, evaluating the outcome, selecting a solution, implementing the solution, and developing alternative solutions. This model, when adopted by an organization, enables it to find the most optimal solution to the problem.

The Final Word

Every problem is a gift - without problems, we would not grow." - Tony Robbins. This quote highlights the importance of embracing challenges as opportunities for growth and development. When businesses approach problem-solving with a positive mindset and a willingness to learn, they can turn even the most challenging situations into valuable learning experiences.

Now that you know how using problem-solving templates can assist you in streamlining the entire process, it’s time to download these templates and get started.

FAQs on Problem-Solving

What are the 7 steps to problem-solving.

A business, during its operations, may face several problems that need to be solved so that the problem does not impact the organization in an adverse manner. However, to solve a problem in the most efficient manner, a business must adopt a seven-step approach to problem-solving. These steps include:

• Identifying the problem.
• Analyzing the problem.
• Describing the problem and all its parameters.
• Identifying the root cause of the problem.
• Developing solutions to solve the problem.
• Implementing the solution that seems to be the most effective.
• Measuring the results.

Why is problem-solving important?

Problem-solving enables an organization to handle unexpected situations or face challenges that it may face during its operations. For every organization, problem-solving is important as it enables the organization to:

• Identify activities, processes, and people that are not working in an efficient manner.
• Identify risks and address these risks.
• Implement changes when required.
• Enhance performance and productivity.
• Innovate and execute new ideas.
• Make effective decisions.

What are the five problem-solving skills?

Problem-solving is not an easy task, and any consultant in the organization who works to solve problems needs to exhibit some specific skills. These skills include but are not limited to:

• Creativity that enables the consultant to assess and analyze the problem from various perspectives to come up with the best idea.
• Communication to ensure that the problem and its solutions are easily communicated with others in the organization.
• Teamwork so that everyone in the team can work to solve the problem.
• Critical analysis to think analytically about a problem and solve it in the best manner possible.
• Information processing to process and analyze all information that is associated with the problem.

What are the 4 steps of problem-solving?

Problem-solving needs to be carried out using a series of steps that include:

• Identifying and analyzing the problem so that its cause is known.
• Planning and determining how to solve the problem by finding various solutions.
• Implementing the chosen solution to solve the problem.
• Evaluating solutions to know whether the problem has been resolved or not. 

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Harness the A3 problem solving template to effectively solve problems

We recently explored the way visual thinking can be used on Conceptboard , so now we’re taking it a step further and look at how visual thinking can be used to collaboratively solve problems using a methodology pioneered by Toyota and presently used worldwide by practitioners of lean sigma : the A3 problem solving template.

Visual thinking is a great way to unlock creative potential. Our brain’s capacity to hold visual elements is huge, so when you start thinking visually you are able to tap into an extensive resource that feels effortless. And dare we say it, fun! 

Discover visual collaboration

To explore alternative brainstorming techniques, check out these 15 brainstorming techniques and templates you can use collaboratively with your team. 

The A3 problem solving template to drive continuous improvement

There are hundreds of ways to problem solve, from mind mapping , to design thinking or customer journey mapping . But the simple effectiveness of the A3 template is hard to beat. 

The basis of the A3 problem solving template is collectively mapping out a flow chart to break down complex processes, and highlighting the flaws in the system. From there, teams need to re-do the chart, highlight the key changes they need to make to improve the system. Then, create a plan of attack to implement those changes. It is a simple way to get everyone on the same page to visually solve problems. Remote or co-located teams can easily collaborate in real time on an A3 template using Conceptboard’s simple template featuring a rectangular space broken into four quadrants.

Use template

To get started, book a meeting time (at least an hour) for your team and send them a link to the collaborative board. Then, conduct the problem solving session in four simple steps:

• Detail the problem you are trying to solve in the top left quadrant.
• In the next quadrant underneath, as a team, illustrate the problem as a system including steps and links. You can do this using the pen, sticky notes, graphics or images. Then talk about each step as a group and give each step a general rating as to how well it’s functioning. This should result in a frame of reference of the current state of the system.
• In the third quadrant, again as a team, draw a visual map of the target state: that is what the ideal system would look like. You can highlight areas of focus where you want to try and do things differently, and what the intended results will be.
• Comparing these two visual maps, you should now be able to assess what actions need to be taken to achieve the target state. List these in the final quadrant. To make sure the list is actionable, detail Who, will do WHAT, by WHEN.

Once you have completed the four quadrants and an actionable list, make sure you send the link to the shared file to all stakeholders or involved team members. You could also export it in PDF form and print it on an A3 sheet once you are done filling it out.

The A3 methodology is extremely powerful as it enables you to synthesize different points of view into one manageable approach. This will create a shared understanding of the problem, as well as the effects it has on different departments within the business. If you want to learn more about how collective visual thinking can be used, watch this great TED Talk by Tom Wujec.

Feel free to explore Conceptboard’s free library of templates that will save you time and money in the planning process, allowing you to focus on the bigger picture .

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Problem solving template

Do a silent brainstorm and come up with genuinely useful ideas

Is it possible to have a silent brainstorm that results in genuinely useful ideas? This collaborative activity will make you a believer.

How to create a Problem solving template

Problem solving template frequently asked questions.

Template by LUMA Institute

LUMA offers acclaimed in-person training, custom innovation programs, and a unique digital platform (LUMA Workplace), used by innovators in over 70 countries. Leading organizations around the globe rely on the LUMA System of Innovation — a practical, flexible, and scalable approach to Human-Centered Design.

Mural is the only platform that offers both a shared workspace and training on the LUMA System™, a practical way to collaborate that anyone can learn and apply.

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