The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

Scherer, R.; Beckmann, J.F.

Abstract

Background: On the basis of a ‘problem solving as an educational outcome’ point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the acquisition of problem solving competence to the coherence between math and science education. We propose the concept of math-science coherence and explore whether society-, curriculum-, and school-related factors confound with its relation to problem solving. Methods: By using the PISA 2003 data set of 41 countries, we apply multilevel regression and confounder analyses to investigate these effects for each country. Results: Our results show that (1) math and science competence significantly contribute to problem solving across countries; (2) math-science coherence is significantly related to problem solving competence; (3) country-specific characteristics confound this relation; (4) math-science coherence is linked to capability under-utilisation based on science performance but less on math performance. Conclusions: In sum, low problem solving scores seem a result of an impeded transfer of subjectspecific knowledge and skills (i.e., under-utilisation of science capabilities in the acquisition of problem solving competence), which is characterised by low levels of math-science coherence.

Citation

Scherer, R., & Beckmann, J. (2014). The acquisition of problem solving competence: evidence from 41 countries that math and science education matters. Large-scale Assessments in Education, 2, Article 10. https://doi.org/10.1186/s40536-014-0010-7

• Journal Article Type: Article
• Acceptance Date: Nov 25, 2014
• Online Publication Date: Dec 10, 2014
• Publication Date: Dec 10, 2014
• Deposit Date: Dec 10, 2014
• Publicly Available Date: Jul 7, 2015
• Journal: Large-scale Assessments in Education
• Electronic ISSN: 2196-0739
• Publisher: SpringerOpen
• Peer Reviewed: Peer Reviewed
• Volume: 2
• Article Number: 10
• DOI: https://doi.org/10.1186/s40536-014-0010-7
• Keywords: Capability under-utilisation, Math-science coherence, Math education, Problem solving competence, Science education.
• Public URL: https://durham-repository.worktribe.com/output/1415984