Collaboration problem solving and Science teaching and learning

这项研究旨在解决一些当前相互关联的教育和社会问题/关注：STEM短缺（科学，技术，工程和数学）的毕业生和减少对这些主题的兴趣与全球范围内的重大经济后果，在日益全球化和计算机化的经济中，团队解决问题的流行（以及围绕未来劳动力在这一技能上的准备的不确定性），最后是学校/教师在塑造这些方面的作用（弗里曼等，2014）。该研究将利用最新的国际学生评估计划（比萨2015），该计划强调科学能力和态度，并首次评估15岁学生的合作解决问题（CPS）。使用这一丰富的数据集和最近研究的证据（Freeman等人，2014年），该项目旨在揭示更多的光到CPS的测量，并探讨问题解决，CPS，非认知学习成果（如性格）和教学实践与科学能力的看法之间的关联。因此，这项研究将结合联合收割机现有研究和二手数据分析的证据，为教育政策和实践提供信息。

This research aims to address a number of current interconnected educational and societal problems/concerns: the shortage of STEM (Science, Technology, Engineering and Maths) graduates and reduced interest in such topics with significant economic consequences worldwide, the prevalence of team problem solving in an increasingly global and computerised economy (and the uncertainty around the preparation of future workforce on this skill), and finally the role of school/teachers in shaping these (Freeman et al., 2014). The study will utilise the most recent Programme for International Student Assessment (PISA 2015) which emphasised Science competence and attitudes and for the first time assessed collaboration problem solving (CPS) of 15 year old students. Using this rich dataset and evidence from recent studies (Freeman et al., 2014), this project aspires to shed more light into the measurement of CPS, and explore the associations between problem solving, CPS, non-cognitive learning outcomes (e.g. dispositions) and perceptions of teaching practices with Science competence. The study will thus combine evidence from both existing research and secondary data analysis to inform educational policy and practice.