Development of an assessment tool for collaborative problem-solving skills in chemistry

被引：0

作者：

Yike Ying ^{[1
]}

Rüdiger Tiemann ^{[1
]}

机构：

[1] Department of Chemistry, Humboldt-Universität zu Berlin, Brook-Taylor Str. 2, Berlin

来源：

Disciplinary and Interdisciplinary Science Education Research | / 6卷 / 1期

关键词：

Assessment tool; Chemistry; Collaborative problem-solving; STEM education;

D O I：

10.1186/s43031-024-00116-6

中图分类号：

学科分类号：

摘要：

Collaborative problem-solving (CPS) skills are recognised as an essential aspect of 21st century skills and STEM education. In the STEM framework, students’ CPS skills in the learning process need to be appropriately monitored, yet assessment tools for students’ CPS skills are currently not widely developed in chemistry. This study aimed to develop and validate the assessment tool for measuring high school students’ collaborative problem-solving skills in chemistry (CPS-C). Fifty-two students participated in the assessment, which included tasks on Coke Titration, Fruit Battery, and Soap Making. The data were analyzed using Multidimensional Item Response Theory (MIRT) models and the Generalized Partial Credit Model (GPCM). The results indicated that the CPS-C tool showed good internal consistency and item fit. Additionally, ten students were interviewed, and the interview content was analyzed using MAXQDA, emphasizing the importance of providing clear and concise instructions, reducing the number of tasks, and offering meaningful and relevant options. Moreover, this study also validated the reliability of cognitive ability tests, mental load and effort tests, and interest and motivation tests. The results showed satisfactory reliability for all tests except for the mental load and effort tests, which had a lower reliability coefficient of 0.68. Despite some limitations, the CPS-C tool showed great potential for effectively assessing CPS skills. Further research is needed to validate the tool’s effectiveness and reliability across larger, more diverse samples and different cultural contexts. © The Author(s) 2024.

引用

共 61 条

[21] Hou H.T., A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: An examination of content and behavior cluster analysis, Computers & Education, 56, 3, pp. 712-719, (2011)
[22] Krell M., Evaluating an instrument to measure mental load and mental effort considering different sources of validity evidence, Cogent Education, 4, 1, (2017)
[23] Krkovic K., Wustenberg S., Greiff S., Assessing collaborative behavior in students, European Journal of Psychological Assessment, (2016)
[24] Kuo B.-C., Liao C.-H., Pai K.-C., Shih S.-C., Li C.-H., Mok M.M.C., Computer-based collaborative problem-solving assessment in Taiwan, Educational Psychology (Dorchester-On-Thames), 40, 9, pp. 1164-1185, (2020)
[25] Rahmenlehrplan Teil C - Chemie, pp. 7-10, (2015)
[26] Li C.H., Liu Z.Y., Collaborative problem-solving behavior of 15-year-old Taiwanese students in science education, EURASIA Journal of Mathematics Science and Technology Education, 13, 10, pp. 6677-6695, (2017)
[27] Limesurvey: An Open Source Survey Tool, (2012)
[28] Lin K.Y., Yu K.C., Hsiao H.S., Chu Y.H., Chang Y.S., Chien Y.H., Design of an assessment system for collaborative problem solving in STEM education, Journal of Computers in Education, 2, pp. 301-322, (2015)
[29] Liu L., Hao J., von Davier A.A., Kyllonen P., Zapata-Rivera J.-D., A tough nut to crack: Measuring collaborative problem solving, In Handbook of Research on Technology Tools for Real-World Skill Development, pp. 344-359, (2016)
[30] Lu H.K., Lin P.C., A study of the impact of collaborative problem-solving strategies on students’ performance of Simulation-based Learning–A case of Network Basic concepts Course, International Journal of Information and Education Technology, 7, 5, (2017)

← 1 2 3 4 5 6 7 →