<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Meeli Rannastu-Avalos</style></author><author><style face="normal" font="default" size="100%">Leo A. Siiman</style></author><author><style face="normal" font="default" size="100%">Mario Mäeots</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERSTANDING COLLABORATIVE PROBLEM-SOLVING WITH SMARTPHONE-BASED ASYMMETRIC SIMULATIONS IN AN AUTHENTIC INQUIRY SCIENCE LESSON</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative problem-solving</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">technology-enhanced learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575705</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">684-705</style></section></record></records></xml>