Beyond Reasoning? Searching for the Construct of Complex Problem Solving

Scientific Conference (2013, April)

The potential of Educational Data Mining techniques in educational large-scale assessments

Presentation (2013, February 28)

How to measure Collaborative Problem Solving

Presentation (2013, February 04)

Der Nutzen einer Komplexen Problemlösekompetenz: Theoretische Überlegungen und empirische Befunde

in Zeitschrift für Pädagogische Psychologie (2013), 27

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der ... [more ▼]

Seit Jahrzehnten wird diskutiert ob Komplexes Problemlösen (KPL) ausschließlich von Intelligenz und Vorwissen abhängt, oder ob das systematische Generieren von Informationen, die viable Repräsentation der wesentlichen kausalen Zusammenhänge, sowie die zielführende Anwendung von Wissen operative Aspekte von Intelligenz erfordern, die von herkömmlichen Intelligenztests nur unzureichend erfasst werden. Der Klärung dieser Frage stehen bisher messtheoretische Probleme und eine unklare Abgrenzung von KPL zu Vorwissen und Fluider Intelligenz gegenüber. In dieser Arbeit wird daher ein Verfahren zur Messung von KPL-Kompetenz eingeführt, das auf der Verwendung multipler vorwissensneutraler komplexer Probleme basiert. Dieses Verfahren (MicroDYN) wird empirisch an einer studentischen Stichprobe (n = 140) überprüft: Latente Zusammenhänge zu Fluider Intelligenz liegen im Bereich um .50 und bestätigen die empirische Trennbarkeit der Konstrukte. KPL weist inkrementelle Validität gegenüber Fluider Intelligenz bei der Vorhersage von Schulnoten auf, insbesondere für das Gesamtabitur und für naturwissenschaftliche Fächer. Implikationen für den Nutzen von KPL in der Leistungsdiagnostik werden diskutiert. [less ▲]

Inductive reasoning, domain specific and complex problem solving: relations and development

in Thinking Skills and Creativity (2013), 9

This paper focuses on three different types of reasoning: domain-specific problem solving, complex (general) problem solving, and inductive reasoning. The objective of the study is to examine the ... [more ▼]

This paper focuses on three different types of reasoning: domain-specific problem solving, complex (general) problem solving, and inductive reasoning. The objective of the study is to examine the differences in the developmental levels of inductive reasoning, domainspecific problem solving, and complex problem solving between three age groups and to describe the relations between the three constructs. The sample was drawn from 3rd to 11th grade students (aged 9–17) in Hungarian primary and secondary schools. There were 300–400 students in each cohort. The internal consistencies of the tests were good: Chronbach ˛ varied between .72 and .95. Each of the skills showed a developmental tendency that could be identified with a logistic curve. In every area the pace of development proved to be relatively slow and the steepest change took place in Grade 7. The bivariate correlations between the three constructs were moderate ranging from .35 to .44 signalling that they do not constitute the same construct. The strength of the relationships between inductive reasoning and complex problem solving proved to be the most stable over time. The correlations between domain-specific and complex problem solving showed an increasing trend over time indicating that the strategies used in different problem solving situations become more similar with age. This study provides evidence that inductive reasoning, domainspecific problem solving and complex problem solving are related but distinct constructs and these skills can be fostered most efficiently between Grades 6 and 8. [less ▲]

Measuring Complex Problem Solving: An educational application of psychological theories

in Journal for Educational Research Online (2013), 5

Complex Problem Solving (CPS) is a central topic in modern educational contexts and has received increased interest in educational large-scale assessment studies such as the Programme for International ... [more ▼]

Complex Problem Solving (CPS) is a central topic in modern educational contexts and has received increased interest in educational large-scale assessment studies such as the Programme for International Student Assessment (PISA) and the Programme for the International Assessment of Adult Competencies (PIAAC). Measurement devices up to the present have suff ered from a lack of theoretical embedment and low reliability. This article reviews the most important theories of CPS that may be applied to the process of rational test construction. Specifi cally, the functionalist approach focusing on cognitive processes and the approach of action theory focusing on distinct phases are discussed in their relation to CPS and its assessment. As an example of how to develop a reliable and valid measurement device based on these theories, we propose the development of MicroDYN, which is the operationalization of CPS in PISA 2012. [less ▲]

Validity of the MicroDYN approach: Complex problem solving predicts school grades beyond working memory capacity

in Learning and Individual Differences (2013), 24

This study examines the validity of the complex problemsolving (CPS) test MicroDYN by investigating a) the relation between its dimensions – rule identification (exploration strategy), rule knowledge ... [more ▼]

This study examines the validity of the complex problemsolving (CPS) test MicroDYN by investigating a) the relation between its dimensions – rule identification (exploration strategy), rule knowledge (acquired knowledge), rule application (control performance) – and working memory capacity (WMC), and b) whether CPS predicts school grades in different domains beyond WMC. A sample of n=393 German high school students (age M=17.07, SD=1.12) completed the computer-based tests Memory Updating Numerical and the CPS scenario MicroDYN. Using structural equation modeling, WMC predicted rule knowledge and rule application, which remained substantially correlated after controlling forWMC. Rule knowledge predicted school grades in science and social studies beyondWMC, but not in language subjects. Explanations for the differential concurrent validity of CPS as well as prerequisites for valid CPS assessment are discussed. [less ▲]

Cross-curricular skills and their assessment in the national Swiss school monitoring

Scientific Conference (2012, December 07)

Mathematik, Naturwissenschaft und Lesen oder doch noch mehr? Die Rolle fachübergreifender Fähigkeiten in PISA

Presentation (2012, October 23)

Connecting PISA 2012 and 2015: Interactive and Collaborative Problem Solving

Scientific Conference (2012, October 15)