UNDERSTANDING COLLABORATIVE PROBLEM-SOLVING WITH SMARTPHONE-BASED ASYMMETRIC SIMULATIONS IN AN AUTHENTIC INQUIRY SCIENCE LESSON

Collaborative problem-solving (CPS) is increasingly essential in both scientific practice and modern education, yet remains difficult to embed authentically in classrooms. This study addressed that gap by integrating CPS into a ninth-grade biology lesson using a smartphone-based asymmetric simulation. The innovative three-phase instructional scenario, which combined preparation, hands-on simulation, and guided reflection, was implemented in a real classroom setting with 43 students. Data from worksheets, reflective responses, and a CPS self-evaluation tool revealed high levels of student engagement and strong social-regulation skills, yet also pointed to challenges in applying inquiry strategies and fostering mutual interdependence. Rather than offering conclusive claims, this study positioned itself as a pilot exploration of how digital asymmetry can trigger authentic collaboration in science learning. The findings illuminate both the potential and the pedagogical tensions of using mobile-supported tools to support 21st-century skills in inquiry-based education. Keywords: collaborative problem-solving, inquiry-based learning, science education, technology-enhanced learning