Collaboration problem solving and Science teaching and learning

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.