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Exploring Collaborative Problem Solving Behavioral Transition Patterns in Science of Taiwanese Students at Age 15 According to Mastering Levels

Author

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  • Cheng-Hsuan Li

    (Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung 403454, Taiwan)

  • Pei-Ling Tsai

    (Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung 403454, Taiwan)

  • Zhi-Yong Liu

    (Center for Artificial Intelligence in Medicine, Chang Gung Memorial Hospital, Taoyuan City 33305, Taiwan)

  • Wen-Chieh Huang

    (Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung 403454, Taiwan)

  • Pei-Jyun Hsieh

    (Graduate Institute of Educational Information and Measurement, National Taichung University of Education, Taichung 403454, Taiwan)

Abstract

This study analyzed the collaborative problem solving (CPS) behavioral transition patterns of 53,859 Taiwanese students in science at age 15 by using an online Taiwanese CPS assessment that was designed according to the Programme for International Student Assessment 2015 CPS framework. Because of behavioral changes over the testing period, the CPS target skills that corresponded to the assessment items can be viewed as a CPS behavioral sequence. Hence, a lag sequential analysis was applied to explore the significance of the interactions among the CPS skills. The behavioral sequence is coded according to the level of mastery (0, 1, or 2) of items. The CPS transition patterns were analyzed in three gaps, namely the gender gap, the urban–rural gap, and the achievement gap. The findings showed that “Monitoring and repairing the shared understanding” was a crucial CPS skill in science. Moreover, the female students who would follow rules of engagement effectively exhibited higher scores than male students did in monitoring the results of their actions and evaluating their success in solving the problem. No obvious differences were observed in the urban–rural gap, whereas differences were observed in the achievement gap.

Suggested Citation

  • Cheng-Hsuan Li & Pei-Ling Tsai & Zhi-Yong Liu & Wen-Chieh Huang & Pei-Jyun Hsieh, 2021. "Exploring Collaborative Problem Solving Behavioral Transition Patterns in Science of Taiwanese Students at Age 15 According to Mastering Levels," Sustainability, MDPI, vol. 13(15), pages 1-15, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8409-:d:603094
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    References listed on IDEAS

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    1. Rodrigo Lozano & Michelle Y. Merrill & Kaisu Sammalisto & Kim Ceulemans & Francisco J. Lozano, 2017. "Connecting Competences and Pedagogical Approaches for Sustainable Development in Higher Education: A Literature Review and Framework Proposal," Sustainability, MDPI, vol. 9(10), pages 1-15, October.
    2. Gisela Cebrián & Ramon Palau & Jordi Mogas, 2020. "The Smart Classroom as a Means to the Development of ESD Methodologies," Sustainability, MDPI, vol. 12(7), pages 1-18, April.
    3. Jeffrey Mo, 2017. "Collaborative problem solving," PISA in Focus 78, OECD Publishing.
    4. Giovanni Abramo & Ciriaco Andrea D’Angelo & Flavia Costa, 2019. "A gender analysis of top scientists’ collaboration behavior: evidence from Italy," Scientometrics, Springer;Akadémiai Kiadó, vol. 120(2), pages 405-418, August.
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