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Updated: Jul 9, 2025
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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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Investigating student collaborative problem-solving competency and science achievement with multilevel modeling:
Xuyan Tang1, Yan Liu2, Marina Milner-Bolotin3
1Department of Educational and Counselling Psychology and Special Education, The University of British Columbia, Vancouver, British Columbia, Canada.
Plos One
|December 8, 2023
Summary
Collaborative problem-solving (CPS) skills are vital for students. This global study found valuing relationships aids CPS, while valuing teamwork hinders it, highlighting CPS
Area of Science:
- Education
- Psychology
- International Assessments
Background:
- Collaborative problem-solving (CPS) competency is crucial for 21st-century learners.
- PISA 2015 data revealed global deficiencies in student CPS skills, necessitating further research.
- Understanding factors influencing CPS and its role in secondary education is essential.
Purpose of the Study:
- To investigate the relationship between collaboration dispositions and students' CPS competency.
- To examine the influence of CPS competency and inquiry-based science instruction (IBSI) on science achievement.
- To provide a global perspective on CPS using PISA 2015 data and multilevel modeling.
Main Methods:
- Analysis of PISA 2015 data from 408,148 students across 52 countries and economies.
- Application of multilevel modeling to address the nested data structure (school and country levels).
- Examination of associations between collaboration dispositions, CPS competency, IBSI, and science achievement.
Main Results:
- Valuing relationships positively correlated with CPS, whereas valuing teamwork showed a negative association.
- CPS competency emerged as a significant positive predictor of science achievement.
- Different inquiry-based science instruction activities demonstrated varied impacts on science achievement.
Conclusions:
- CPS competency is a critical factor for enhancing student science achievement.
- Educational strategies should focus on fostering positive collaboration dispositions to improve CPS.
- Careful consideration is needed when implementing specific inquiry-based science instruction practices.
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