This book examines collaboration as a phenomenon gaining significant attention due to the complex challenges of modern society that individual efforts cannot adequately address. It critically explores collaborative problem-solving (CPS) as a unique social interaction within a specific context, analyzing its potential for generating solutions and fostering participant development, while also highlighting barriers to effective collaboration. The initial chapters provide a conceptual overview, with the first exploring how group processes are embedded into the peer interaction and impact collaboration outcomes, and the second highlighting the joy of collective thinking. Subsequent chapters focus on CPS in educational settings, examining peer dialogue among students and collaboration among teachers. Contributions also address often-overlooked aspects and explore scaffolding strategies and systemic support for fostering collaborative learning environments. This book serves as a valuable resource for scholars and practitioners, enhancing understanding of CPSs potential and its challenges.
Section I: Unveiling Collaboration: Diverse Socio-Cultural
Perspectives.- Genetic Social Psychology: A once and future discipline to
study co-operative work in education andcooperative relations in our
societies.- The Pleasure of Thinking Together in Adolescence and Youth.-
Section II: Navigating Collaborative Landscapes in School Context: Insights
and Inquiries.- Meaning-Making as a Dialogic Collaborative
Endeavour.- Examining Proximal Progress toward High-Quality Group
Disciplinary Engagement.- Why Collaboration Among Adolescents Becomes
Unproductive: Is Every Unsuccessful CollaborationUnproductive in its Own
Way?.- Teachers Verbalization and Peer Confrontation for a Better Insertion,
Beyond ProfessionalChallenges.- Section III: Frequently Overlooked Structural
and Individual Factors Affecting Collaboration.- Classroom Deliberation and
Gender: Examining How Deliberative Peer Argumentation Unfold from a Gender
Perspective in Women and LGTBIQ+ Students.- Collaboration and Professional
Integration: A Sociocultural Analysis of a Narrative Program for
YoungMigrants.- Bringing Personality into Collaborative Problem Solving.-
Section IV: Scaffolding Collaborative Education: Strategies and Challenges.-
Empowering Adolescent Collaboration: Exploring Scaffolding Strategies and
Digital Tools inEducational Settings.- Misconceptions of Collaborative
Problem-Solving Encountered in the Classroom.- Peer Argumentation Dialogue in
Middle School Class about Socio-Scientific Issue: How Can WeSupport
Argumentation Skills?.- Empowering Education through Collaboration: School as
a Learning Community.
Ivana Stepanovi Ili is Associate Professor of various courses related to developmental psychology and education (bachelor, master, and PhD level) at the Faculty of Philosophy, University of Belgrade, Serbia. Her areas of expertise are related to the influence of social interaction on cognitive development in adolescence, adolescents role models and everyday life, and education. She was head of Institute of Psychology, a scientific unit of the Faculty of Philosophy at the University of Belgrade, for six years. She is an experienced researcher, combining quantitative and qualitative methodology, who has participated and led many research projects. She is a reviewer in numerous scientific journals and member of international professional associations (ISCAR, EADP, EARLI).
Marina Videnovi (PhD) is a researcher at the Institute of Psychology, which is a research unit at the Faculty of Philosophy, University of Belgrade, Serbia. Her research interests include the socialisation of adolescents during both school and leisure time. She employs a combination of qualitative and quantitative methodology to facilitate data-driven insights and endeavours to integrate scientific research data into evidence-based policy recommendations. She serves as the chief editor of the national scientific journal Psiholoka Istraivanja (Psychological Research), acts as a reviewer for numerous international scientific journals, and is a member of professional associations (EARLI, ISCAR). She previously held the position of chair of the programme committee of the international scientific conference Empirical Studies in Psychology for a period of three years.
