math and science competence significantly contribute to problem solving across countries
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
cognitive processes of problem solving such as understanding the problem, building adequate representations of the problem, developing hypotheses, conducting experiments, and evaluating the solution
problem solving is referred to as “an individual’s capacity to use cognitive processes to resolve real, cross-disciplinary situations where the solution path is not immediately obvious”
Understanding and characterizing the problem, representing the problem, solving the problem, reflecting and communicating the problem solution
problem solving should not only be regarded a mere instructional method but also as a major educational goal.
students’ math and science achievements are highly related to domain-general ability constructs such as reasoning or intelligence
Scientific literacy has been defined within a multidimensional framework, differentiating between three main cognitive processes, namely describing, explaining, and predicting scientific phenomena, understanding scientific investigations, and interpreting scientific evidence and conclusions
the concept of scientific literacy encompasses domain-general problem-solving processes
mathematical literacy refers to students’ competence to utilise mathematical modelling and mathematics in problem-solving situations
In the PISA 2003 framework, the three constructs of math, science, and problem solving competence overlap conceptually.
math-science coherence refers to the set of cognitive processes involved in both subjects and thus represents processes which are related to reasoning and information processing
math-science coherence facilitates the transfer of knowledge, skills, and insights across subjects resulting in better problem solving performance
math-science coherence as well as capability utilisation is linked to characteristics of the educational system of a country
math-science coherence, operationalised as the correlation between math and science scores
we aim to better understand the mechanisms with which math and science education contributes to the acquisition of problem-solving competence
we incorporated a range of country-specific characteristics that can be subdivided into three main categories. These are: society-related factors, curriculum-related factors, and school-related factors.
academic skills refer to the abilities of solving academic-type problems, whereas so called progressive skills are needed in solving real-life problems
we would argue that academic and progressive skills are not exclusively distinct, since both skills utilise sets of cognitive processes that largely overlap
the contribution of science and math competence to the acquisition of problem solving competence was significantly lower in low-performing countries.
relation between math-science coherence, problem solving, and country characteristics.
low levels of coherence between math and science education were associated with a less effective transfer of domain-specific knowledge and skills to problem solving.
math and science competence significantly contributed to students’ performance in analytical problem solving.
for some of the below-average performing countries, science competence did not significantly contribute to the prediction of problem solving competence.
there are a number of skills that can be found in math, science, and problem solving: information retrieval and processing, knowledge application, and evaluation of results
higher levels of coordination between math and science education has beneficial effects on the development of cross-curricular problem-solving competence
students benefit from an integrated curriculum, particularly in terms of motivation and the development of their abilities.
under-utilisation of problem solving capabilities in the acquisition of science literacy is linked to lower levels of math-science coherence, which ultimately leads to lower scores in problem solving competence.
the conceptual and operational discrepancy between math and problem solving is rather small.
Math and science education do matter to the development of students’ problem-solving skills.
problem solving competence is not explicitly taught as a subject.
Problem solving competence requires the utilisation of knowledge and reasoning skills acquired in specific domains
to train the transfer of problem solving competence in domains that are closely related (e.g., math and science
