Information problem-solving skills and the shared knowledge construction process: a comparison of two learning tasks with differing levels of cognitive complexity

The purpose of this paper is to compare how peer learning and problem-solving skills are applied on two information problems with differing levels of cognitive complexity. We analysed how 49 high school students solved two information problems with differing levels of complexity which involved selecting and interpreting information. The results show that in the more cognitively complex task, the pairs of students showed higher performance levels in the information search, browsing and development skills. Plus, they also achieved higher levels of shared knowledge construction. However, the information scanning and presenting skills did not show higher performance levels. These results may contribute to improving the teaching of the information processing competence in secondary education.