Collaboration problem solving and Science teaching and learning

这项研究旨在解决当前一些相互关联的教育和社会问题/关切：STEM(科学、技术、工程和数学)毕业生短缺，对这类主题的兴趣下降，这在世界范围内具有重大的经济后果；在日益全球化和计算机化的经济中，团队问题解决的盛行(以及围绕未来劳动力这一技能准备的不确定性)，以及学校/教师在塑造这些问题中的作用(Freeman等人，2014年)。这项研究将利用最新的国际学生评估计划(PISA 2015)，该计划强调科学能力和态度，并首次评估了15岁学生的合作解决问题(CPS)能力。利用这一丰富的数据集和最近研究(Freeman等人，2014)的证据，本项目希望对CPS的测量有更多的了解，并探索问题解决、CPS、非认知学习结果(如倾向)和对具有科学能力的教学实践的看法之间的联系。因此，这项研究将结合现有研究和次级数据分析的证据，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.