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<p>As a key part of 21st-century skills, collaborative problem-solving (CPS) skills have been recognized as critical to both academic achievement and professional success. This paper explores the multifaceted influences on CPS skills among ninth-grade students in Germany and tenth-grade students in China within the context of chemistry education. Methodologically, a chemical assessment tool, CPS-C, was developed based on the CPS framework of PISA 2015, and various factors including cognitive ability, prior knowledge, motivation, mental load, stress, and CPS were measured. Results revealed significant differences between German and Chinese students across these factors, highlighting cultural and educational difference. Structural equation modeling (SEM) analysis demonstrated the intricate relationships between these factors and CPS performance, underscoring the importance of prior knowledge, cognitive ability, and motivation in enhancing CPS skills while revealing the detrimental effects of stress on performance. Additionally, CPS skills in chemistry exhibited positive correlations with academic performance in Biology, Physics, and Mathematics, indicating the transferability of CPS skills across disciplines. Overall, this study contributes to our understanding of CPS in diverse cultural and educational contexts, offering insights for educators and policymakers to design effective instructional strategies for fostering CPS skills in chemistry education.</p>

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Investigating the Factors Influencing Collaborative Problem-Solving in Chemistry Education: A Cross-National Study of German and Chinese Students

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月31日

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  • Yike Ying,
  • Rüdiger Tiemann

摘要

As a key part of 21st-century skills, collaborative problem-solving (CPS) skills have been recognized as critical to both academic achievement and professional success. This paper explores the multifaceted influences on CPS skills among ninth-grade students in Germany and tenth-grade students in China within the context of chemistry education. Methodologically, a chemical assessment tool, CPS-C, was developed based on the CPS framework of PISA 2015, and various factors including cognitive ability, prior knowledge, motivation, mental load, stress, and CPS were measured. Results revealed significant differences between German and Chinese students across these factors, highlighting cultural and educational difference. Structural equation modeling (SEM) analysis demonstrated the intricate relationships between these factors and CPS performance, underscoring the importance of prior knowledge, cognitive ability, and motivation in enhancing CPS skills while revealing the detrimental effects of stress on performance. Additionally, CPS skills in chemistry exhibited positive correlations with academic performance in Biology, Physics, and Mathematics, indicating the transferability of CPS skills across disciplines. Overall, this study contributes to our understanding of CPS in diverse cultural and educational contexts, offering insights for educators and policymakers to design effective instructional strategies for fostering CPS skills in chemistry education.