Collaboration problem solving and Science teaching and learning

本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（科学、技术、工程和数学）毕业生的短缺，以及对这些具有全球重大经济后果的主题的兴趣降低，在日益全球化和计算机化的经济中，团队解决问题的盛行（以及围绕这一技能的未来劳动力准备的不确定性），最后是学校/教师在塑造这些方面的作用（Freeman et al., 2014）。这项研究将利用最新的国际学生评估项目（PISA 2015），该项目强调科学能力和态度，并首次评估了15岁学生的合作问题解决能力（CPS）。利用这个丰富的数据集和近期研究的证据（Freeman et al., 2014），该项目希望更多地阐明CPS的测量，并探索问题解决、CPS、非认知学习成果（如倾向）和科学能力教学实践感知之间的关系。因此，这项研究将结合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.